PAM, 

MiSC, 


The 

Mission  Study  Class 


BY  T.  H.  P.  SAILER 


The  Mission  Study  Class 


A  Contribution 


By  T.  H.  P.  SAILER,  Ph.  D. 


Or  ministry,  let  us  give  ourselves  to  our  ministry; 
or  he  that  teacheth,  to  his  teaching. — 12:  7 


Young  People’s  Department 
of  the  American  Baptist  Missionary  Union 
Tremont  Temple,  Boston 


Five  Cents  a  Copy 


Contents 

PAGE 

What  do  we  need  to  arouse  a  permanent  interest 

IN  MISSIONS? . 5 

Methods  of  Organization  : . lo 

Qualifications  of  leader  . . Ii 

Substitutes  for  leader . 12 

Choosing  a  course . 13 

Preparation  of  leader . 16 

The  time  of  meeting . 21 

Organization  meeting . 23 

Methods  of  Teaching  : . 25 

The  ends  of  teaching . 26 

Principles  of  teaching . 27 

The  teacher’s  preparation . 29 

Assigning  lessons . 30 

How  to  study . 32 

The  Class  Session  : . 35 

The  objects  of  the  session  ; 

To  arouse  interest . 35 

To  study  the  state  of  the  member’s  mind  and  supply 

its  needs . 39 

To  study  the  members’  methods  of  work  and  supply 

their  needs . 45 

To  train  in  expression  and  use . 46 

To  inspire  to  action .  ....  50 

Features  of  the  session . 51 

Accessories . 56 

Difficulties  :  58 


PrefoLce 

HE  study  of  foreign  missions  is  a  matter 
that  is  occupying  an  increasingly  promi¬ 
nent  place  in  the  minds  of  Christian  work¬ 
ers  to-day.  An  ever  stronger  emphasis  is 
being  laid  upon  it  at  conventions  and  conferences. 
What  has  been  written  on  the  subject,  however,  is 
quite  fragmentary.  There  is  good  reason  for  this, 
since  not  more  than  two  or  three  individuals  have 
as  yet  had  wide  enough  experience  to  venture  upon 
authoritative  generalizations,  and  these  few  have 
been  too  hard-pressed  with  work  to  write  at  length. 
The  following  pages  lay  no  claim  to  present  a  thor¬ 
ough  treatment.  The  experience  on  which  they  are 
based  has  been  confined  exclusively  to  mission  study 
classes  in  the  University  of  Pennsylvania  and  among 
young  people’s  societies  in  Philadelphia.  In  other 
sections  of  the  country,  and  especially  in  the  rural 
districts,  conditions  are  undoubtedly  very  different. 
But  though  circumstances  alter  cases,  they  do  not 
alter  principles  and  aims,  so  it  is  upon  these  latter 
that  the  emphasis  has  been  laid.  In  discussing  the 
principles  of  teaching,  the  following  books  have 
been  freely  used  and  will  be  consulted  with  great 
benefit  by  those  wishing  to  pursue  the  subject 
further;  White,  The  Art  of  Teaching,  pp.  1-159; 
and  Elements  of  Pedagogy,  pp,  133-215 ;  Trumbull, 
Teaching  and  Teachers,  pp.  103-238  (popular  in 
style)  ;  Roark,  Method  in  Education,  pp.  1-95 ;  Hins¬ 
dale,  The  Art  of  Study,  chapters  i-ii,  16-17;  Thring, 
Theory  and  Practice  of  Teaching;  Fitch,  The  Art 
of  Questioning  (pamphlet)  ;  Collar,  Advice  to  an 
Inexperienced  Teacher  of  History  (article  in  G. 
Stanley  Hall’s  Methods  of  Teaching  History)  ; 


3 


Bourne,  The  Teaching  of  History  and  Civics,  chap¬ 
ters  g-ii. 

What  has  been  written  is  intended  for  consulta¬ 
tion  and  study,  rather  than  for  consecutive  reading. 
Hence  the  fullness  of  treatment  and  the  introduction 
from  time  to  time  of  the  same  topic  under  different 
heads.  The  difference  of  view-point  seemed  to  justify 
such  repetition. 

The  type  of  mind  assumed  for  the  reader  is  that 
of  one  who  is  desirous  of  promoting  the  cause  of 
mission  study,  and  who  is  interested  in  the  solution 
of  its  problems.  Such  a  person  will  not  be  dissatis¬ 
fied  if  the  standard  set  seems  one  to  be  striven 
towards  rather  than  likely  to  be  realized.  On  the 
one  hand,  certain  popular  institutions  have  accus¬ 
tomed  us  to  the  glib  and  slipshod  in  instruction; 
on  the  other,  most  of  our  constituency  have  not  the 
time,  the  training  or  the  facilities  for  education  of 
a  high  order.  That  in  spite  of  these  temptations  to 
relax,  we  may  do  work  adapted  to  its  aim  and  good 
in  quality,  whatever  be  its  grade,  is  the  object  of  this 
pamphlet. 

T.  H.  P.  S. 

June,  1902. 


4 


Whoct  do  we  Need  to  Arouse  Ql 
PermaLnent  Interest  in  Missions? 

In  the  first  place,  we  need  a  real  study  of  Mis¬ 
sions.  Missionary  meetings  are  held  at  too  infre¬ 
quent  intervals,  they  are  not  well  adapted  to  system¬ 
atic  instruction,  and  they  call  forth  the  effort  and  ex¬ 
ercise  the  faculties  of  only  a  few.  It  is  testimony  to 
their  failure  to  leave  permanent  impressions  that  it 
is  so  seldom  thought  necessary  that  the  subject  of 
a  meeting  shall  take  any  cognizance  of  that  of  the 
preceding  meeting.  Valuable  as  they  are,  they  need 
supplementing  just  as  surely  as  the  devotional  meet¬ 
ing  needs  the  supplement  of  individual  Bible  study. 
We  want  something  to  call  forth  the  assimilative 
powers  of  each  one.  Desultory  reading  fades  quickly 
from  the  mind.  There  must  be  system  in  presentation, 
if  impressions  are  to  be  conserved.  A  reading  circle 
may  arouse  interest,  but  fails  to  provide  work.  Only 
study  will  enable  us  to  gain  any  idea  of  the  great¬ 
ness  of  the  work  and  its  problems,  and  to  hold  what 
we  gain  for  future  use.  Individual  study  is  our  aim. 
But  to  stimulate  and  direct  such  study,  a  class  is  of 
great  assistance,  especially  in  the  elementary  grades. 
Trained  investigators  can  work  best  alone,  though 
even  they  feel  the  benefit  of  discussion,  but  the  bulk 
of  humanity  require  frequent  contact  with  others 
engaged  in  like  pursuits,  to  quicken  their  enthusiasm, 
to  broaden  and  strengthen  their  ideas  by  listening  to 
others  and  expressing  their  own  thoughts,  and  to 
receive  guidance  in  further  pursuing  their  tasks. 

The  class  is  not  an  end  in  itself.  We  do  not  study 
to  promote  a  class,  but  organize  a  class  to  promote 
study.  When  a  class  becomes  a  substitute  for  study. 


5 


it  has  failed  in  its  chief  aim.  While,  however,  the 
study  class  as  it  at  present  exists  by  no  means  fulfills 
our  ideal,  it  is  to  it  that  the  great  increase  of  mission 
study  in  the  last  few  years  is  due.  It  has  fostered 
and  secured  a  large  amount  of  individual  work.  It 
has  provided  definite  subjects,  different  phases  of 
which  are  taken  up  in  successive  meetings,  has  given 
the  members  something  to  prepare  for  each  session, 
brought  them  together  for  discussion,  and  suggested 
outside  reading  bearing  on  the  course.  Those  who 
have  tried  it  under  favorable  circumstances,  are  con¬ 
vinced  that  it  is  by  far  the  best  method  employed 
for  spreading  a  thorough  knowledge  of  missions. 

Perhaps  its  main  danger  has  been  that  of  becoming 
too  stereotyped  in  its  ideals.  In  a  field  in  which  we 
encounter  conditions  so  varied  as  those  of  the  Chris¬ 
tian  Church  of  to-day,  we  need  a  deal  of  grading, 
and  along  this  line  something  has  already  been  done. 
Variations  of  opportunity  should  be  recognized,  as 
well  as  grades  of  maturity.  Besides  courses  and 
classes  for  children,  our  tex.t  books  and  methods 
should  take  into  account  that  many  are  prepared  to 
do  only  very  elementary  work  on  account  of  lack 
of  mental  training,  and  of  helps  in  the  way  of  refer¬ 
ence  books.  Yet  here  is  a  territory  that  will  repay 
diligent  exploitation.  Little  groups  that  meet  for 
discussion  and  mutual  help,  poorly  equipped  and 
without  competent  leaders,  may  yet  develop  very 
substantial  results,  and  should  be  encouraged  and 
assisted  in  every  possible  way.  For  these  we  need 
specially  prepared  courses,  full  suggestions  as  to 
methods  of  conducting  them,  and  personal  contact 
by  correspondence.  In  some  quarters  such  plans 
have  been  followed  with  good  results.  There  is  a 
place  for  classes  intended  to  diffuse  a  general  inter¬ 
est,  occupying  a  position  midway  between  the  study 
class  proper  and  the  missionary  meeting,  and  held 


6 


with  a  view  of  sifting  out  material  for  more  thorough 
work  in  the  future.  Semi-lecture  courses  may  also 
be  very  valuable  in  preparing  a  community,  and 
may  serve  to  incite  individuals  to  study  where  for 
any  reason  a  class  could  not  be  organized.  Both  the 
last  named  methods  are  excellent  feeders.  The  ideal 
study  class  should  have  a  leader  well  posted  on  the 
subject  and  on  teaching  methods;  it  should  have 
access  to  a  good  missionary  reference  library;  it 
should  be  composed  of  members  who  have  the  time 
and  ability  to  do  real  study;  it  should  meet  at  least 
once  a  week  for  a  whole  evening;  it  should  concen¬ 
trate  on  one  subject  for  an  entire  season.  If  there 
have  been  such  classes  hitherto,  they  have  been  very 
exceptional,  but  the  ideal  is  by  no  means  an  imprac¬ 
ticable  one.  Between  it  and  the  lowest  grade,  vary¬ 
ing  circumstances  have  produced  many  types.  Such 
types  should  be  inductively  classified,  and  courses 
devised  especially  adapted  to  their  needs.  The  few 
courses  at  present  available,  though  some  of  them 
are  admirable,  have  been  drawn  up  with  a  much 
larger  average  in  view,  and  are  therefore  to  some 
extent  misfits.  This  pamphlet  has  been  written  with 
the  conviction  that  the  helps  up  to  date  have  been 
too  meagre  and  too  much  from  the  average  stand¬ 
point.  In  all  such  questions  as  to  methods,  we  have 
much  to  learn  both  as  to  variety  and  thoroughness 
from  our  secular  educational  system. 

A  double  need  will  always  exist,  an  enlargement 
of  the  constituency, — increase  in  quantity, — and  more 
careful  adaptation  of  means  to  the  end  all  along  the 
line, — increase  in  quality.  There  seems  but  one 
way  by  which  these  requirements  can  be  met,  by  an 
increase  of  the  number  of  those  at  present  working 
at  the  problem.  We  need  many  who  will  make  it 
their  business  to  agitate  the  matter  in  their  church 
and  district,  until  some  beginning,  however  modest. 


7 


is  made.  Much  ground  has  not  yet  been  covered 
by  any  organized  effort,  and  it  will  probably  long 
remain  uncultivated  unless  individuals  willing  to 
take  the  lead  arise  on  the  spot.  The  good  work 
already  done  by  denominational  committees  and 
those  of  the  young  people’s  societies  in  certain  cen¬ 
tres,  is  only  an  earnest  of  what  might  be  accom¬ 
plished.  The  same  may  be  said  of  the  tours  of  the 
summer  campaigners,  of  the  Yale  Band,  and  of 
others.  Conferences  on  every  scale,  from  those  of  a 
few  churches  in  a  district  to  interdenominational 
gatherings,  are  becoming  more  frequent  in  response 
to  the  demand,  but  have  only  begun  to  lay  the  proper 
emphasis  on  mission  study.  In  addition  to  these 
extensive  agencies,  we  need  many  who  will  patiently 
study  the  problems  until  prepared  to  make  some  con¬ 
tribution  to  the  quality  of  the  work,  local  or  general. 
They  must  study  the  subject  of  missions  in  order 
that  the  ideas  of  it  which  are  diffused  may  not  be 
superficial.  The  importance  of  the  end  surely  justi¬ 
fies  much  labor.  They  must  study  the  make-up  of 
those  they  wish  to  reach,  and  upon  this  base  their 
search  after  the  most  effective  methods  of  bringing 
the  subject  home.  This  question  of  adaptation  is  of 
cardinal  importance.  The  tendency  is  so  strong  to 
follow  the  lines  of  least  resistance,  and  merely  “  get 
over”  a  subject,  instead  of  taking  the  time  and 
pains  to  see  that  those  under  our  care  are  really  get¬ 
ting  something  out  of  it.  In  other  words,  we  need 
trained  teachers.  This  is  a  post  of  the  greatest 
strategic  importance  and  needs  to  be  strongly  forti¬ 
fied.  The  excellent  quality  of  instruction  that  has 
been  produced  in  many  cases  in  Bible  study,  ought 
to  lead  us  to  believe  that  even  depending  as  we  must 
on  voluntary  effort,  we  can  find  the  necessary  mate¬ 
rial.  The  difficulty  is  to  secure  its  development.  This 
has  heretofore  been  the  principal  weakness  in  mis- 


8 


sion  study.  We  have  been  hoping  for  results  through 
means  that  gave  us  no  right  to  expect  them.  Let  us 
recognize  that  however  much  pioneer  work  by  un¬ 
trained  workers  should  be  encouraged,  leading  a 
mission  study  class  is  a  work  that  is  splendidly 
worth  doing  well,  that  to  do  it  well  requires  a  cer¬ 
tain  amount  of  native  ability,  thorough  preparation, 
and  thoughtful  practice,  and  that  in  a  great  number 
of  cases  classes  are  being  conducted  with  only  slight 
results  where  a  little  intelligent  training  on  the  part 
of  the  teacher  would  manifold  the  value  of  the  prod¬ 
uct.  For  some  teachers  it  will  be  sufficient  to  call 
attention  to  points  needing  development,  for  others 
full  suggestions  will  be  necessary.  The  books  men¬ 
tioned  in  the  preface  will  furnish  many  helpful  hints, 
and  should  be  widely  used.  Conferences  for  teach¬ 
ers  should  be  organized,  and  a  properly  conducted 
normal  class  would  be  a  great  blessing.  When  it 
is  realized  how  much  care  good  teaching  requires, 
and  at  the  same  time  what  an  increase  of  benefit 
follows  rightly  directed  care,  a  great  step  will  have 
been  taken  towards  the  solution  of  the  mission  study 
problem. 


9 


Methods  of  Org'eLnizettion 

While  it  is  well  to  have  high  ideals  as  to  the 
constituency  of  a  class  and  quality  of  work  done, 
it  is  also  well  to  be  content  with  modest  beginnings 
rather  than  to  fail  to  start  at  all.  There  is,  as 
has  been  said,  great  need  of  pioneer  work  in  com¬ 
munities  where  the  system  has  not  yet  been  tried, 
and  future  success  is  often  best  attained  by  experi¬ 
ments  on  a  small  scale  at  first.  Given  a  single 
person  who  is  convinced  of  the  importance  of  such 
a  class  and  is  willing  to  make  some  sacrifice  to 
secure  it;  given  two  or  three  others  who  feel  their 
need  and  are  willing  to  promise  study  and  attend¬ 
ance  ; — a  class  is  practicable.  The  originator  should 
find  out  enough  about  the  matter  to  be  able  to  lay 
some  definite  suggestions  before  the  others.  When  a 
few  of  those  most  interested  have  been  secured,  it 
will  be  well  to  formulate  plans  with  reference  to 
them  primarily  before  attempting  to  enlarge  the 
circle.  Many  classes  are  wrecked  because  they  try 
to  accommodate  themselves  to  too  large  a  constit¬ 
uency  at  the  outset.  Those  who  are  really  in  earnest 
deserve  to  be  considered  first,  even  if  it  be  decided 
later  to  invite  others  to  the  class  sessions.  Quality 
is  better  than  size,  especially  in  a  first  attempt.  If 
more  than  ten  or  twelve  persons  wish  to  join  a 
class,  it  would  be  better  in  most  cases  to  divide  and 
have  two  or  more  classes.  Some  people  seem  to 
think  that  a  study  class  has  no  chance  of  success 
unless  it  can  secure  membership  on  a  large  scale. 
The  first  move  they  make  is  to  spread  wide  their  nets 
in  the  endeavor  to  enroll  an  entire  Society,  or  even 
an  entire  congregation.  Very  few  are  they  who  can 
profitably  handle  so  many,  and  then  only  by  a  semi- 


10 


lecture  method.  With  a  leader  duly  qualified,  a 
crowd  may  perhaps  be  held,  but  the  method  itself 
should  be  considered  only  as  a  preparation  to  the 
more  efficient  and  permanent  work  of  teaching,  in 
which  individual  exercise  and  training  have  a  promi¬ 
nent  place.  If  only  one  leader  is  available,  it  will  prob¬ 
ably  yield  better  results  in  the  long  run  if  the  study 
class  be  limited  to  the  size  indicated  above,  and  any 
others  interested  be  admitted  merely  as  listeners,  for 
whom  the  leader  has  no  responsibility. 

QuaIifica.tions  of  Leocder 

The  matter  should  be  agitated  some  months  in 
advance,  if  possible,  so  as  to  give  the  one  chosen  as 
leader  plenty  of  time  for  preparation.  This  suggests 
the  real  crux  of  study  class  work, — securing  a  good 
leader.  The  necessary  qualifications  are:  (i)  a 
deep  conviction  of  the  importance  of  the  work ;  (2) 
teaching  ability;  (3)  time  for  preparation.  These 
are  absolutely  essential.  They  may  not  all  be  present 
in  high  degree.  But  so  much  of  the  first  is  necessary 
as  will  lead  a  man  to  prepare  carefully  and  prayer¬ 
fully,  to  conduct  the  sessions  with  earnestness,  and  to 
expect  definite  results.  Nothing  can  be  more  demor¬ 
alizing  to  a  class  than  a  careless  or  unenthusiastic 
leader.  As  to  teaching  ability,  a  man  must  under¬ 
stand  that  education  is  not  a  process  of  pouring  in, 
but  of  drawing  out.  He  must  study  the  class  and 
see  that  they  are  getting  something  out  of  the  course, 
and  this  he  can  do  only  by  having  the  members  take 
part  freely.  He  must  be  able  to  sustain  interest. 
Finally  he  must  have  time  not  only  to  go  over  each 
lesson  carefully,  but  to  make  plans  for  leading  the 
session  most  profitably.  There  are  other  qualities  in 
a  leader  which  are  desirable,  but  only  these  are  essen¬ 
tial.  A  large  amount  of  previous  information  on  the 
subject  will  be  a  great  help  if  wisely  used,  but  is 


11 


not  necessary.  Personal  magnetism  and  popularity 
are  valuable  assets,  but  should  not  be  given  prefer¬ 
ence  over  the  three  points  named.  Especially  avoid 
inviting  to  lead  a  class  pastors  or  other  prominent 
persons  in  a  church  or  community  without  consider¬ 
ing  carefully  their  qualifications.  However  wide 
their  knowledge  of  missions,  if  they  do  not  take  hold 
of  the  matter  with  real  earnestness,  if  they  do  not 
know  how  to  teach,  or  if  they  are  too  busy  to  pre¬ 
pare,  it  is  almost  certain  that  they  will  wreck  the 
class. 

An  ideal  leader  is  hard  to  find.  The  one  chosen 
may  possess  very  obvious  deficiencies,  but  if  he  have 
only  a  slight  measure  of  the  essentials,  he  may  yet 
succeed.  In  many  instances  it  will  be  well  to  appoint 
one  or  two  others  to  constitute  together  with  the 
leader  a  committee  of  management.  The  class  should 
have  a  secretary,  who  should  also  act  as  whip  to 
secure  regular  attendance.  For  more  than  one  reason, 
the  leader  should  be  relieved  of  responsibility  for 
this.  If  the  leader  should  be  a  stranger  to  the  class, 
some  one  with  judgment  should  be  appointed  with 
whom  he  can  confer  as  to  the  proper  assignment  of 
work,  and  from  whom  he  can  learn  any  individual 
peculiarities  of  the  members. 

Substitutes  for  LeaLder 

It  may  be  that  no  one  is  available  for  leader  who 
meets  the  requirements.  Sooner  than  run  the  risk 
of  choosing  one  who  may  kill  the  class  and  hurt  the 
cause  which  it  represents, —  (i)  appoint  a  small  com¬ 
mittee,  who  shall  divide  the  work  and  lead  in  turn. 
Each  may  lead  a  session  in  turn,  or  each  may  take  a 
part  of  a  single  session.  The  nature  of  the  course 
may  largely  determine  this.  This  does  not  mean  that 
the  one  appointed  to  lead  should  do  all  the  work,  but 
only  that  he  should  be  responsible  for  the  conduct 


12 


of  his  part,  securing  by  the  assignment  of  papers 
beforehand  and  by  questioning  in  the  class  as  much 
co-operation  from  the  other  members  as  possible. 
In  many  communities,  the  chief  obstacle  in  securing 
a  leader  is  diffidence,  no  one  being  willing  to  accept 
the  entire  responsibility.  By  this  plan,  the  burden 
is  divided  and  experience  quickly  shows  the  most 
available  candidates  for  future  leadership.  It  is  im¬ 
portant  that  those  on  the  committee  should  work  in 
consultation  and  with  equal  thoroughness,  but  not 
necessarily  with  the  same  methods.  Unless  some  are 
markedly  below  the  average,  the  variety  in  methods 
of  leading  will  probably  be  one  of  the  attractive 
features  of  this  plan.  (2)  In  small  classes,  the  com¬ 
mittee  mentioned  above  may  include  all  the  members. 
In  this  case,  it  will  be  best  to  have  a  chairman  who 
shall  assign  to  each  his  share,  but  who  shall  have 
no  further  duty  but  that  of  leading  when  his  turn 
comes. 

If  all  the  members  could  be  depended  upon  to 
work  with  equal  intelligence  and  care,  this  plan  would 
be  an  ideal  one,  but  in  practice  it  will  probably  be 
found  inferior  to  that  of  having  a  single  capable 
leader. 

The  plan  of  dispensing  with  leaders  altogether  and 
merely  meeting  for  discussion  after  separate  study 
is  less  likely  to  be  profitable. 

Choosing  a.  Course 

For  beginners  there  are  many  advantages  in  spe¬ 
cially  prepared  text-books  on  mission  study.  Those 
of  the  Student  Volunteer  Movement  deserve  first  men¬ 
tion.  These  have  been  drawn  up  with  the  college 
Sophomore  as  the  average  of  the  constituency  in 
view,  but  have  been  successfully  adapted  to  much 
more  elementary  grades.  In  those  treating  of  coun¬ 
tries,  the  physical,  historical,  social  and  religious  as- 


13 


pects  are  first  compactly  presented,  before  the  speci¬ 
fically  missionary  questions  are  discussed.  Lists  of 
reference  books,  and  in  most  cases  analytical  out¬ 
lines,  add  greatly  to  their  value  for  class  work.  The 
countries  treated  are  India,  China,  Japan,  South 
America  and  Africa,  the  first  being  best  adapted  for 
beginners,  though  its  bibliography  now  needs  sup¬ 
plementing.  There  are  also  biographical  courses,  and 
of  these  “  Knights  of  the  Labarum,”  is  perhaps  the 
best  book  yet  on  the  market  with  which  to  break 
ground.  In  eight  successive  lessons  four  great  mis¬ 
sion  fields,  four  lines  of  work,  four  types  of  men 
are  treated.  The  movement  has  also  used  in  its 
courses  several  books  not  originally  written  for  the 
purpose,  such  as  Mott’s  “  Evangelization  of  the 
World,”  and  Lawrence’s  “Introduction  to  the  Study 
of  Foreign  Missions.”  Full  particulars  may  be  ob¬ 
tained  from  the  headquarters  of  the  Movement,  3 
West  Twenty-ninth  street.  New  York  City.  These 
text  books  are  sold  in  paper  as  well  as  in  cloth 
binding,  the  average  price  being  twenty-five  and  forty 
cents  respectively.  The  Movement  has  prepared 
printed  slips  containing  suggestions  for  leaders  for 
each  session  which  many  will  find  of  great  help. 

A  committee  representing  the  United  Women’s 
Boards  of  the  United  States  and  Canada,  has  planned 
a  course  of  study  to  cover  six  years.  The  first  vol¬ 
ume  to  appear  is  “  Via  Christi,”  by  Miss  L.  M. 
Hodgkins,  tracing  the  course  of  missions  from  apos¬ 
tolic  times  to  the  beginning  of  the  nineteenth  century. 
Lists  of  books,  tables  of  noteworthy  dates,  suggested 
topics  for  further  study,  and  striking  quotations 
from  contemporaries  add  much  to  its  value  for  class 
work.  Price,  thirty  cents  in  paper,  and  fifty  cents 
in  cloth.  Mrs.  C.  A.  Mason  is  writing  the  second 
volume  on  India. 

The  United  Society  of  Christian  Endeavor  has 


14 


joined  with  the  Epworth  League  in  projecting  a 
series  of  text  books  on  missions  adapted  for  more 
elementary  grades  than  those  of  the  Student  Volun¬ 
teer  Movement.  The  first  to  appear  is  “  The  Price 
of  Africa,”  by  S.  Earl  Taylor,  containing  sketches 
of  African  missionaries.  This  series  will  undoubt¬ 
edly  meet  a  long  felt  want. 

With  an  experienced  leader  and  a  mature  class, 
two  or  more  text  books  might  be  profitably  used  as 
affording  a  broader  view  of  the  subject,  or  text  book 
might  be  altogether  dispensed  with,  and  its  place  taken 
by  a  list  of  references.  Such  schemes  are  not  for  be¬ 
ginners.  While  the  present  state  of  information  on 
missions  tempts  us  to  cover  as  much  ground  as  pos¬ 
sible  in  the  effort  to  fill  in  the  yawning  gaps  of  ignor¬ 
ance,  more  permanent  impressions  would  in  most 
cases  be  secured  by  concentrating  on  a  limited  field. 
The  work  for  women  in  India,  Chinese  education 
in  its  relation  to  Missions,  or  the  problem  of  native 
helpers,  are  any  of  them  enough  to  engage  our 
attention  for  the  eight  or  ten  sessions  which  we  usu¬ 
ally  devote  to  a  study  course.  India  or  China  in 
eight  lessons  each  is  all  very  well  for  an  outline 
sketch,  but  not  much  is  apt  to  remain  in  the  mind 
unless  parts  of  these  outlines  be  retraced  with  a 
deeply-biting  stylus.  The  head  master  of  Roxbury 
Latin  School  said  some  years  ago,  that  he  found 
three  hours  a  week  for  a  year  too  short  a  time  for 
Greek  and  Roman  History  alone.  What  shall  be 
thought  of  those  who  calmly  propose  to  masticate 
and  digest  the  Empire  of  China  in  one  hour  a  week 
for  two 'months?  It  seems  like  writing  on  sand,  and 
yet  it  represents  a  material  advance  in  thoroughness 
over  past  methods. 

We  plan  what  we  should  like,  and  end  by  taking 
what  we  can  get.  In  most  cases  the  study  class  in 
its  present  scope  is  all  that  is  now  practicable.  The 


15 


preceding  sentences  have  been  written  not  with  any 
lack  of  enthusiasm  for  the  existing  institution,  but 
only  to  emphasize  the  fact  that  it  should  be  con¬ 
sidered  but  a  stepping  stone  to  better  things.  Decide 
what  is  needed  in  each  case.  If  interest  has  yet  to 
be  aroused  and  the  foundations  have  yet  to  be  laid, 
the  general  sketch  is  a  necessary  preliminary.  If 
you  wish  convertible  assets,  knowledge  for  use,  stake 
a  small  claim  and  plow  deep.  This  is  an  altogether 
different  thing  from  advising  advanced  grade  work 
for  elementary  grade  of  students.  Find  out  what 
class  of  work  your  members  can  undertake,  and  then 
outline  only  so  much  as  you  can  go  over  thoroughly 
in  the  time  at  your  disposal.  There  is  very  slight 
probability  that  this  advice  will  be  taken.  Some 
demon  seems  to  impel  us  to  bite  off  more  than  we 
can  swallow,  under  the  plea  that  we  shall  thereby 
get  a  greater  amount  of  nutrition.  All  courses  so  far 
published  offer  more  than  the  average  class  can 
learn  in  the  time  usually  given. 

Prepa.ra.tion  of  Lea.der 

After  the  leader  has  been  chosen  and  the  course 
decided  upon,  it  is  very  desirable  that  several  weeks 
should  yet  remain  before  the  sessions  in  order  that 
he  may  be  able  to  get  a  grasp  of  the  subject.  No 
matter  how  much  time  is  at  his  disposal,  it  will 
seem  insufficient.  The  qualifications  demanded  by 
the  secular  schools  and  the  college  for  effective  work 
on  such  topics  would  require  many  months  of  pre¬ 
paration.  Be  it  clearly  understood  that  such  higher 
standards  are  mentioned  from  time  to  time  with  no 
idea  that  they  can  be  realized  in  mission  study,  save  in 
exceptional  cases,  but  only  by  way  of  hitching  our 
wagon  to  a  star.  It  is  earnestly  hoped  that  no  one 
who  is  honestly  doing  his  best  will  withdraw  because 
advice  is  here  given  that  he  cannot  hope  to  carry  out. 


16 


But  it  seems  better  to  present  a  high  ideal  rather 
than  an  average  probability. 

Let  the  prospective  leader  first  read  the  text  book 
through  carefully  in  order  to  get  a  general  idea  of 
the  course.  On  a  second  reading,  note  how  it  can 
best  be  divided,  keeping  in  mind  the  capabilities  of 
the  class  you  expect  to  teach,  whether  anything 
should  be  omitted  or  added,  where  to  concentrate 
preparation,  what  sub-topics  may  be  profitably  as¬ 
signed  to  certain  members  for  advance  preparation. 
All  this  will  be  subject  to  revision  after  further 
study.  Note  how  to  divide  the  time  available  for 
general  preparation,  so  that  all  of  it  will  not  be 
spent  on  the  first  few  chapters.  It  is  obvious  that 
the  leader  is  at  ^  great  disadvantage  if  unable  to 
secure  a  copy  of  the  text-book  before  the  time  when 
the  sessions  begin. 

Now  begin  collateral  reading.  If  the  text-book 
contains  a  bibliography,  use  this  as  a  basis.  Try  to 
find  out  which  are  the  best  books  for  your  work, 
and  know  these  well,  rather  than  skim  the  entire  list. 
Tastes  differ,  however,  and  it  is  well  to  glance  over 
whatever  books  are  accessible  on  the  chance  that  it 
may  not  have  occurred  to  others  to  mention  what  is 
most  suited  to  your  need. 

With  most  leaders,  the  problem  is  not  so  much 
what  books  to  read  as  how  to  get  books  at  all.  Pub¬ 
lic,  church  and  private  libraries  may  yield  an  inade¬ 
quate  supply,  even  when  vigorously  ransacked.  Some 
libraries  may  be  willing  to  purchase  books  needed  by 
the  class,  if  properly  approached.  In  addition  to  the 
denominational  missionary  magazines,  which  will  of 
course  be  looked  up,  the  Missionary  Review  of  the 
World  will  be  found  of  great  value.  If  the  leader 
can  afford  to  buy  a  few  of  the  best  books  on  the 
course,  it  will  be  very  advantageous  for  him  to  do 
so,  as  he  will  then  feel  free  to  mark  and  lend  them. 


17 


Books  must  be  had,  so  if  other  means  fail,  it  is 
strongly  recommended  that  the  class  be  asked  to 
contribute  to  a  small  fund,  with  the  understanding 
that  the  books  afterwards  become  the  property  of 
the  local  society.  Encyclopaedias,  secular  magazine 
articles  and  even  newspaper  clippings  will  be  a 
help.  One  or  two  members  might  be  asked  to  start 
a  scrap-book  of  the  last  named,  as  soon  as  the  course 
is  decided  upon.  Much  of  the  interest  and  value  of 
the  work  will  depend  upon  the  amount  and  quality 
of  the  material  introduced  additional  to  the  text¬ 
book. 

Let  the  leader  read  first  for  a  comprehensive 
knowledge  of  the  subject.  To  quote  from  W.  C. 
Collar’s  article  in  Hall’s  “  Methods  of  Studying  and 
Teaching  History,”  “  Such,  then,  are  some  of  the  con¬ 
ditions  under  which  you  must  work.  A  conscious¬ 
ness  of  inadequate  preparation,  insufficient  time,  and 
pupils  without  historical  training.  The  situation  is 
not  exhilarating,  but  neither  is  it  without  hope.  Cer¬ 
tainly  it  is  of  the  utmost  importance  first  to  appreci¬ 
ate  clearly  under  what  limitations  one  must  work, 
and  then  to  conceive  definitely  the  kind  and  amount 
of  work  to  be  done.  To  supply  your  own  lack  of 
knowledge  and  training  will  be  the  slow  task  of 
years;  but  nothing  is  so  satisfying  and  stimulating 
as  the  consciousness  of  progress.  This  is  the  one  of 
the  conditions  enumerated  that  it  lies  in  your  own 
power  to  change,  and  you  may  be  sure  that  on  the 
increasing  depth  and  fullness  and  freshness  of  your 
own  knowledge  will  depend  in  large  measure  the 
interest  and  progress  of  your  pupils,  that  is,  the 
power  and  success  of  your  instruction,  and  accord¬ 
ingly  your  own  satisfaction  in  your  work.”  No  man 
can  teach  a  text-book  to  advantage  who  knows  only 
that  text-book.  He  should  have  such  a  wider  view 
of  the  subject  as  will  enable  him  to  recast  the  text- 


18 


book  material,  adding,  omitting  and  arranging  in 
new  perspective.  For  instance,  Mr.  Beach,  in  the 
chapter  on  religion  of  his  book  on  China  begins  with 
the  lower  forms  of  nature  worship  as  found  at  the 
present  day.  The  leader  may  begin  instead  with  the 
oldest  records  and  develop  historically. 

One  of  the  most  important  reasons  why  the  leader 
should  have  a  wide  knowledge  of  the  literature  of  the 
subject  is  that  he  should  be  able  to  assign  references 
for  papers  to  be  worked  up  by  the  class.  Most  mem¬ 
bers  will  derive  more  benefit  from  this  exercise  than 
from  any  other,  provided  the  work  given  is  attrac¬ 
tive  and  properly  adapted  to  their  abilities.  Short, 
concise  sketches,  giving  illustrative  incidents,  or  clear 
discussions  are  easiest  to  handle.  The  chapter  on 
the  heat  in  India,  in  “  The  Cobra’s  Den,”  or  on  the 
fear  of  demons,  in  “  Every-day  Life  in  Korea,”  are 
types  selected  at  random.  Let  the  leader  note  all 
such  that  he  finds  in  his  reading,  so  that  he  may 
finally  select  the  best  out  of  a  large  number.  Lor 
more  mature  members  passages  needing  a  sifting 
process  or  a  certain  amount  of  collation  may  be  re¬ 
served.  Many  papers  are  failures  because  the  mate¬ 
rial  on  which  they  were  based  was  poor  in  quality, 
and  this  in  turn  was  the  case  because  the  leader  had 
a  meagre  selection  from  which  to  choose.  Most  of 
all  when  few  books  are  accessible  does  it  behoove 
the  leader  to  be  diligent  in  his  search.  Let  him  read 
next  to  collect  such  supplementary  statements,  illus¬ 
trations  and  anecdotes  as  shall  make  the  various 
topics  clear  and  vivid.  Many  such  will  come  of  use 
which  are  not  long  enough  to  serve  as  basis  for 
papers.  It  has  been  found  convenient  to  enter  refer¬ 
ences  to  these  on  the  margin  of  the  paragraph  in 
the  text-book  which  they  illustrate.  Smith’s Chi¬ 
nese  Characteristics  ”  is  full  of  short  passages  which 
will  make  concrete  the  facts  to  be  rehearsed  in  the 


19 


lesson.  Look  out  especially  for  effective  statements 
with  which  to  end  sessions. 

Finally,  there  should  be  plenty  of  collateral  read¬ 
ing  which  can  not  be  brought  forward  in  the  sessions, 
but  which  may  serve  that  chief  purpose  of  the  course, 
starting  our  members  to  feed  themselves.  The  qual¬ 
ity  of  fodder  in  the  first  pasture  encountered  will 
largely  determine  whether  our  sheep  will  graze  fur¬ 
ther  in  that  direction.  Few  members  who  attend 
mission  study  courses  regard  the  work  as  merely  a 
help  to  help  themselves.  They  come  to  be  stocked 
with  sufficient  information  to  last  them  for  a  long 
while.  The  responsibility  rests  upon  the  leader  of 
seeing  to  it  that  the  taste  for  further  study  is  created 
in  them;  and  how  shall  this  be  done  except  by  caus¬ 
ing  them  to  experience  that  such  work  is  attractive? 
Beginning  in  some  cases  with  passages  and  chap¬ 
ters,  accustom  your  members  to  read  more  than  the 
amount  demanded  for  class  work.  If  you  do  not  get 
them  started  under  the  pressure  of  the  class  sessions, 
you  probably  never  will. 

Encourage  also  as  much  reading  on  the  general 
subject  as  possible  before  the  sessions  begin.  It  will 
be  much  easier  to  interest  people  on  a  matter  about 
which  they  already  know  something.  To  members 
of  sufficient  maturity  assign  important  sub-topics  to 
be  worked  up  thoroughly,  with  the  understanding 
that  when  these  topics  come  up,  the  recitation  upon 
them  will  be  conducted  by  those  who  have  prepared 
them.  This  will  be  an  incitement  to  more  careful 
study  and  will  distribute  practice  in  the  art  of  teach¬ 
ing. 

It  will  later  be  a  great  relief  to  the  leader  to  have 
maps  and  charts  ready.  As  soon  as  it  is  evident 
what  will  be  needed  in  this  line,  divide  the  work 
among  the  members  as  may  be  practicable. 

In  a  word,  let  the  preparation  by  the  leader  be  not 


20 


merely  to  enable  him  to  do  the  work,  but  to  secure 
the  most  profitable  work  from  the  members.  The 
use  to  which  he  puts  his  material  is  more  important 
than  the  amount  he  accumulates.  The  task  before 
him  is  no  easy  one,  but  prayer  and  pains  will  accom¬ 
plish  wonders. 

The  Time  of  Meeting 

Time  is  an  incompressible  commodity.  The  prob¬ 
lems  connected  with  it  are  the  most  serious  that  the 
study  class  leader  has  to  face.  No  secular  teacher 
would  be  satisfied  with  the  driblets  on  which  mission 
study  is  expected  to  thrive.  But  there  are  some  aims 
which  any  self-respecting  class  must  strive  after, 
(i)  A  separate  session.  Refuse  to  play  second  violin 
to  any  other  meeting.  Combining  with  a  society  or 
congregational  session  is  a  desperate  expedient  and 
should  only  be  adopted  as  last  resort  with  the  pro¬ 
viso  that  the  class  be  put  in  complete  control.  (2) 
A  regular  session.  Those  who  have  been  obliged  to 
discuss  the  date  of  the  next  meeting  every  time  they 
come  together  are  not  anxious  to  repeat  the  expe¬ 
rience.  If  the  majority  of  the  class  can  attend  on  a 
certain  evening  of  the  week,  do  not  keep  shifting  it 
to  accommodate  two  or  three  who  have  no  control 
of  their  time.  Classes  have  failed  to  start  at  all 
because  absolute  unanimity  could  not  be  attained  on 
this  point.  (3)  A  frequent  session.  History  records 
that  classes  have  kept  alive  which  met  only  once  a 
month,  but  the  death  rate  among  such  classes  must 
be  large.  Once  in  two  weeks  is  the  maximum  period 
on  which  insurance  companies  should  take  risks. 
Weekly  sessions  are  a  great  improvement,  and  twice 
a  week  would  be  better  yet.  Time  is  limited;  but  it 
takes  no  longer  to  meet  weekly  for  eight  weeks  than 
monthly  for  eight  months,  and  is  much  more  profit¬ 
able.  Urge  your  members  to  side-track  whatever  else 
possible  for  a  few  weeks  and  give  the  course  the 

21 


right  of  way.  Then  beat  the  iron  hot  with  frequent 
blows.  (4)  A  suMciently  long  session.  Forty-five 
minutes  is  the  minimum,  unless  the  portion  selected 
for  discussion  is  quite  limited.  One  hour  appears  to . 
be  the  standard  gauge,  but  the  most  successful  classes 
have  been  those  which  gave  an  entire  evening  to  each 
lesson.  The  best  teaching  calls  for  several  ways  of 
treating  the  subject  matter,  and  these  in  turn  demand 
time.  Be  not  pressed  for  time.  (5)  A  sufficient 
number  of  sessions.  There  have  been  study  courses 
containing  only  four  sessions.  These  were  properly 
only  samples  of  study  courses.  It  is  safe  to  predict 
that  in  proportion  to  the  number  of  sessions  devoted 
will  be  the  amount  of  advantage  reaped.  That  a 
text-book  contains  eight  chapters  is  no  reason  why 
it  must  be  covered  in  only  eight  lessons.  The  pro¬ 
moters  of  mission  study  have  heretofore  not  ven¬ 
tured  to  suggest  courses  of  a  length  that  in  many 
cases  would  be  plainly  impracticable,  so  the  tradi¬ 
tional  number  of  sessions  spent  on  one  subject  has 
come  to  be  eight  or  ten.  This  represents  such  a 
tremendous  advance  that  it  would  seem  to  be  above 
criticism.  But  if  willing  members  can  be  found, 
twenty  or  thirty  consecutive  sessions  will  only  de¬ 
monstrate  more  fully  the  depth  and  richness  of  the 
theme.  Let  experiments  be  made  in  this  line.  On 
the  other  hand,  beware  lest  your  requirements  be 
more  than  flesh  and  blood  can  stand.  Busy  workers, 
to  whom  ten  lessons  are  a  pleasure,  find  twenty  a 
burden.  Break  off  before  you  cross  the  boundary 
line  between  these  two  states  of  mind.  ”  She’ll  vish 
there  wos  more,  and  that’s  the  great  art  o’  letter 
writin’,”  declared  Sam  Weller  in  defence  of  his 
brief  epistle,  and  his  words  have  a  wide-reaching  ap¬ 
plication.  But  do  not  stop  solely  because  other 
classes  you  have  heard  of  met  only  eight  times. 

Choose  an  hour  at  which  it  is  possible  for  the 


22 


entire  class  to  be  present,  and  then  begin  sharp  on 
time,  no  matter  how  short  of  a  quorum  you  may  be. 
Any  other  method  will  only  encourage  dilatory  at¬ 
tendance.  Close  when  you  agree  to  close.  Any  other 
method  will  encourage  non-attendance. 

A  private  house  is  usually  found  the  most  attrac¬ 
tive  meeting  place.  Light,  ventilation  and  general 
comfort  are  as  important  as  in  the  school  room.  A 
table  at  which  all  may  sit  will  promote  note  taking. 

OrgaLnizdLtiorv  Meeting 

It  frequently  happens  that  it  is  not  possible  to  get 
a  class  together  without  the  aid  of  the  enthusiasm 
generated  in  such  a  meeting.  Let  as  much  as  pos¬ 
sible  be  decided  beforehand.  Determine  what  is  to 
be  the  size  limit  of  the  class  proper,  and  whether 
in  addition  any  are  to  be  admitted  as  listeners. 
Have  the  course  chosen  and  text-books  on  hand  for 
sale.  Each  member  should  own  a  text-book.  Have 
one  or  more  persons  specially  qualified  present  rea¬ 
sons  for  intellectual,  practical  and  spiritual  interest 
in  the  subject.  Have  this  enthusiastic  and  strong. 
Take  pains  to  secure  the  right  man  for  it,  even  if 
he  have  to  be  imported  from  a  distance.  Maps  and 
photographs  will  aid  in  stirring  the  imagination. 
Urge  the  futility  of  expecting  profit  without  indi¬ 
vidual  work,  and  try  to  secure  pledges  of  a  certain 
amount  of  study  each  week,  also  of  regular  attend¬ 
ance.  In  discussing  the  time  and  place  of  meeting, 
do  not  let  politeness  run  away  with  common  sense. 
Make  up  your  mind  as  to  who  should  be  most  con¬ 
sidered  and  accommodate  them  as  much  as  possible. 
It  may  be  necessary  to  exclude  some  who  wish  to 
attend,  but  this  should  be  done  rather  than  adopt 
measures  that  seriously  inconvenience  your  elect  per¬ 
sons.  Once  more  beginners  are  advised  to  be  con¬ 
tent  with  a  few  who  can  and  will  work. 


28 


When  the  roll  is  finally  made  up,  give  careful 
instruction  as  to  what  you  want  at  the  first  recita¬ 
tion.  It  would  be  a  great  help  if  an  order  of  exer¬ 
cises,  with  explanations  of  the  scope  and  aim  of  each 
feature,  could  be  multiplied  and  placed  in  the  hands 
of  each  member.  Such  a  document  should  at  least 
be  posted  and  notes  taken  of  its  principal  points. 
Further  suggestions  as  to  the  assignment  of  work 
will  be  made  later.  Finally,  urge  definite  requests 
for  the  class  in  private  devotions.  Keep  prominent 
the  fact  that  the  work  aims  not  at  intellectual,  but  at  • 
spiritual  growth. 


4 


24 


Methods  of  Teatching 

The  first  question  that  the  leader  should  ask  is, 
“What  is  the  aim  of  mission  study?”  The  answer 
to  this  should  determine  his  methods.  The  aim  of 
mission  study  is  to  influence  the  will  and  lead  to  ac¬ 
tion  in  such  a  way  that  this  in  the  future  will  he 
self-directing,  self-sustaining  and  self-propagating. 
It  is  not  sufficient  that  resolves  are  formed.  They 
must  be  intelligent,  tenacious  and  out-reaching. 
Therefore,  not  only  must  the  will  be  thoroughly 
aroused,  but  the  understanding  must  be  enlightened 
and  the  faculties  trained,  so  that  (i)  the  sense  of 
obligation  may  be  founded  on  clear  and  intelligent 
conviction;  (2)  the  desire  and  ability  be  created  to 
continue  to  learn;  (3)  the  grasp  gained  qualify  and 
impel  to  teach  others. 

To  insure  (i)  :  We  must  present  very  clearly 
the  great  facts  that  make  missions  important : 
Christ’s  command ;  the  number  unreached,  their 
character  and  their  possibilities ;  the  character  of 
their  religions  and  resultant  evils,  both  specific 
and  general  in  the  whole  tone  of  society;  the  his¬ 
tory  of  missions  and  their  success,  individual  and 
social ;  the  present  problems  and  what  they  require 
of  us.  All  this  must  be  in  proper  geographical  and 
historical  setting,  to  give  vividness  and  largeness  of 
view  and  in  it  all  the  spiritual  viewpoint  must  be 
preserved. 

To  insure  (2)  :  The  attention  and  interest  must 
be  captured,  often  only  after  a  long  stern  chase. 
Hammering  in  impressions  will  not  be  enough.  The 
charm  of  learning  must  be  practically  demonstrated, 
and  skill  in  acquisition  developed.  This  demands 
time,  close  personal  contact  and  thorough  teaching. 


25 


No  touch-and-go  methods  can  hope  to  effect  any¬ 
thing  in  this  line. 

To  insure  (3)  :  Concentration  on  a  few  will  be 
necessary,  those  whose  interest,  ability  and  spare  time 
make  it  possible  for  them  to  be  leaders  in  the  future. 
Every  effort  should  be  made  to  see  that  these  get 
practice  requiring  initiative.  Training  teachers  is 
no  light  task,  but  it  is  one  of  the  most  profitable  in 
which  a  man  can  engage.  Follow  them  up  after 
the  course  is  over ;  try  to  get  them  to  start  for  them¬ 
selves  and  give  them  all  the  encouragement  you  can. 

There  are  many  who  will  feel  that  such  a  pro¬ 
gram  is  altogether  beyond  them.  They  are  willing 
to  preside  over  a  class  which  gathers  for  mutual 
stimulus  and  benefit ;  they  are  willing  to  gain  such 
an  acquaintance  with  the  text-book  as  shall  enable 
them  to  question  on  its  contents;  they  are  willing 
to  do  a  certain  amount  of  collateral  reading,  and 
they  trust  that  such  efforts  will  be  blessed  of  God; 
but  they  have  had  no  experience  in  training  others 
and  they  shrink  from  making  the  attempt.  It  is 
assuredly  not  the  aim  of  this  pamphlet  to  discourage 
such.  But  it  would  be  ill-advised  not  to  call  their 
attention  to  the  eminent  value  of  real  teaching  and 
to  explain  the  principles  on  which  it  is  based.  The 
main  points  of  the  following  discussion  have  been 
gathered  from  the  books  mentioned  in  the  preface. 
More  is  suggested  than  any  one  class  will  be  able 
to  carry  out.  Let  each  leader  experiment  as  may 
be  practicable,  reject  what  is  not  suited  to  his  cir¬ 
cumstances  and  hold  fast  to  that  which  is  good. 

The  Ends  of  Tea.ching 

We  can  measure  our  success  only  as  we  under¬ 
stand  the  aim  of  our  work  and  the  extent  to  which 
it  has  been  realized.  We  can  rightly  direct  our 


26 


methods  only  when  the  end  is  clearly  in  view.  The 
teacher’s  aim  is  to  help  the  pupil  to  help  himself ; 
not  to  do  the  pupil’s  work  for  him,  but  to  train  the 
pupil  to  do  his  own  work.  The  good  teacher  finally 
makes  himself  unnecessary.  The  ends  which  he 
seeks  to  have  his  pupil  realize  are  not  only  knowl¬ 
edge,  but  also  the  ability  to  acquire,  express  and  use 
knowledge.  The  latter,  which  is  frequently  neglected, 
is  the  more  important  of  the  two.  Even  admitting 
that  knowledge  were  the  ultimate  end,  it  would  be 
better  to  teach  how  to  acquire  it  than  merely  to 
supply  it.  Besides,  knowledge  would  be  of  little 
advantage  to  a  man  unless  he  could  express  and 
use  it.  Therefore,  if  the  minds  with  which  he  deals 
are  not  already  fully  developed,  let  the  teacher  make 
it  his  aim  to  train  faculties  rather  than  to  impart 
facts.  If  the  general  ability  of  his  pupils  be  only 
slightly  increased,  he  will  have  achieved  more  than 
by  communicating  much  information  without  such 
increase.  White  says :  “  The  teacher’s  work  is  to 
lead  pupils  to  form  clear  ideals  of  results,  to  teach 
him  the  best  processes  for  attaining  those  results,  and 
then  to  secure  the  necessary  practice  under  the  most 
inspiring  guidance.” 

Principles  of  Tea.cKing 

The  fundamental  principle  of  teaching  is  that  the 
pupil  profits  only  by  and  in  proportion  to  his  own 
mental  activity.  If  what  is  presented  to  him  fails  to 
arouse  this  activity,  it  makes  no  impression.  There¬ 
fore  the  important  factor  in  learning  is  not  what 
the  teacher  says,  but  what  the  pupil  does.  To  esti¬ 
mate  this  at  its  proper  value  and  call  forth  the  right 
kind  of  work  is  the  main  problem  of  teaching.  The 
verbal  memory  may  reproduce  statements  without  a 
flaw,  while  the  thinking  faculties  are  altogether  dor- 


27 


mant.  The  pupil  may  know  a  statement,  but  not  the 
fact  stated.  The  good  teacher  recognizes  this  and 
is  not  content  until  he  has  discovered  evidence  of 
actual  thought.  To  think  for  another  is  much  easier 
than  to  make  him  think,  and  also  much  less  profit¬ 
able.  Therefore,  see  to  it  that  your  pupils’  faculties, 
— acquisition,  assimilation  and  expression, — are  exer¬ 
cised;  for  in  no  other  way  is  there  salvation. 

To  facilitate  exercise,  the  matter  presented  must 
be  carefully  adapted  to  the  learners’  capabilities. 
Thring  quotes  Augustine  :  “  A  golden  key  which  does 
not  fit  the  lock  is  useless ;  a  wooden  key  that  does  is 
everything.”  The  way  in  which  the  individual  mind 
acquires  must  be  studied.  Such  study  demands  time, 
but  is  very  remunerative.  It  indicates  different  meth¬ 
ods  for  primary  and  advanced  grades.  With  begin¬ 
ners,  we  must  be  willing  to  omit  much.  We  must 
remember  that  in  elementary  teaching  narrowness 
precedes  breadth,  and  superficiality,  depth.  You 
have  no  right  to  expect  mental  digestion  of  too 
heavy  a  diet.  Feel  that  if  the  members  of  your  class 
do  not  learn,  it  is  your  fault,  and  that  you  must  set 
before  each  food  of  the  proper  quantity  and  quality. 
Then  see  that  they  masticate  vigorously.  Their  work 
is  more  necessary  than  yours.  Do  nothing  for  them 
that  they  can  economically  do  for  themselves. 
Finally,  be  sure  that  their  work  is  accompanied  by 
adequate  expression. 

Different  principles  underlie  teaching  and  lectur¬ 
ing.  The  lecturer  deals  with  books ;  the  teacher, 
with  mind.  The  lecturer’s  main  attention  is  devoted 
to  his  subject;  the  teacher’s,  to  his  pupils.  The  lec¬ 
turer  assumes  that  his  audience  comes  prepared  to 
profit  by  hearing  his  results;  the  teacher  takes  no 
such  thing  for  granted.  One  can  lecture  profitably  to 
many,  but  can  teach  only  a  few  at  a  time. 


28 


The  TeaLcKer’s  PrepoLra.tion 

Something  has  already  been  said  about  prepara¬ 
tory  reading  on  the  subject.  Once  more  let  it  be 
emphasized  that  the  teacher’s  knowledge  should  be 
definite  and  fresh.  Garfield  once  gave  the  advice : 
“Don’t  feed  your  pupils  on  cold  victuals.”  The  mas¬ 
tery  of  a  subject  demanded  for  good  teaching  is  much 
more  thorough  than  that  incumbent  upon  the  pupil. 
The  teacher’s  standpoint  is  different  and  his  responsi¬ 
bility  greater.  He  must  know  his  subject,  his  pupils 
and  how  to  adapt  one  to  the  other.  In  this  last,  a 
duller  teacher  may  have  the  consolation  of  being 
better  able  to  sympathize  with  the  difficulties  of  the 
class. 

In  beginning  his  work  let  the  teacher  ask  himself : 
“What  do  I  wish  to  teach  in  this  course,  in  this 
lesson,  in  this  part  of  a  lesson?”  Let  him  also  face 
the  stern  question,  “What  can  I  hope  to  teach  these 
particular  pupils?”  This  will  lead  to  the  omission 
of  much  that  might  profitably  be  presented  to  more 
thoughtful  classes. 

It  has  been  suggested  that  after  mastering  the 
subject  matter  of  each  session,  the  teacher  should  go 
over  it  again  to  decide  just  what  questions  to  ask 
and  of  whom  to  ask  them.  With  members  of  un¬ 
equal  ability  the  latter  is  important.  Do  not  be 
afraid  of  definiteness.  The  “cut-and-dried”  bugaboo 
has  been  paraded  overmuch.  Plans  that  are  cut  are 
not  necessarily  dried  also.  If  exact  preparation  has 
slain  its  thousands,  the  lack  of  it  has  slain  its  tens  of 
thousands.  Besides,  many  corpses  are  accredited  to 
the  former  which  were  actually  victims  to  stupidity. 
We  cheerfully  admit  that  preparation  may  be  so  ill- 
adapted  that  it  is  worse  than  none  at  all,  but  this  is 
no  charge  against  well-directed  foresight.  Decide 
exactly  how  you  will  begin  and  how  you  will  end. 
How  you  begin  will  largely  determine  the  interest  of 


29 


the  class ;  how  you  end,  the  profit.  Therefore,  have 
in  mind  the  end  from  the  beginning,  and  to  be  sure 
of  ending  according  to  your  plan,  arrange  to  keep 
within  the  time  limit. 

Devise  your  questions  with  the  mental  activity  of 
your  pupils  in  view.  Remember  that  many  have  little 
reasoning  power,  little  power  of  attention  and  no 
power  to  master  a  subject  thoroughly.  They,  there¬ 
fore,  need  simple  statements  and  explanations,  and 
questions  that  will  give  them  something  to  think 
about.  Be  concrete ;  stimulate  the  mental  vision. 

Finally,  adhere  in  teaching  to  the  plan  of  prepa¬ 
ration,  but  let  your  experience  in  the  session  con¬ 
stantly  guide  your  subsequent  preparation. 

Assigning  Lessons 

White  says  that  a  lesson  well  assigned  is  half 
mastered,  and  that  a  fair  estimate  of  a  teacher  may 
be  based  on  the  way  in  which  his  lessons  are 
assigned.  The  importance  of  the  matter  lies  in  the 
fact  that  text-books  are  rarely  perfectly  adapted  to 
students.  They  frequently  offer  far  too  much  for 
teaching  purposes.  They  are  crammed  with  facts, 
the  perspective  of  which  is  largely  ignored.  They 
have  too  many  general  statements  not  understood  for 
lack  of  background  and  local  coloring.  Hence  the 
pupil  needs  instruction  to  prepare  him  for  profitable 
study. 

It  is  absolutely  necessary  that  the  teacher  be 
familiar  not  only  with  the  lesson  he  is  just  about  to 
teach,  but  also  with  that  of  the  succeeding  session, 
in  order  that  he  may  assign  it  properly.  Let  him  try 
to  view  the  matter  from  the  pupil’s  standpoint.  He 
must  think  of  the  ability  of  the  class  and  of  the  time 
available  for  study,  as  well  as  of  the  nature  of  the 
lesson?  What  difficulties  are  these  pupils  apt 


30 


to  encounter  in  preparing  this  lesson?  How  ought 
they  to  prepare  it?  It  may  be  well  to  begin 
by  showing  the  connection  of  what  is  to  be 
taken  up  with  what  has  preceded,  and  indicating 
the  importance  of  the  new  topic  in  such  a  way  as  to 
arouse  interest.  Some  pupils  will  master  anything 
if  they  can  only  be  brought  to  consider  it  worth  while. 
Then  explain  most  definitely  what  is  wanted.  Re¬ 
quire  careful  notes  taken  of  this.  State  points  of 
most  importance  and  of  most  difficulty,  explaining  of 
the  latter  what  seems  necessary.  Be  thorough,  but 
not  so  full  that  the  class  will  have  nothing  to  do 
but  to  remember  what  you  have  said.  Leave  them 
something  to  discover  for  themselves  and  in  particu¬ 
lar  put  some  questions  that  will  require  independent 
thought  and  formulation.  Tell  where  to  concentrate 
and  what  to  skim  or  omit.  Call  attention  to  what 
for  your  purpose  is  bad  arrangement  or  faulty  per¬ 
spective  in  the  text-book. 

Some  books  furnish  analytical  outlines.  If  these 
are  not  satisfactory  let  the  teacher  make  some  instead. 
They  should  be  multiplied,  if  possible,  and  distributed 
a  week  in  advance.  It  may  be  practicable  to  ask  some 
or  all  of  the  members  to  draw  up  outlines  of  each 
lesson,  one  to  be  put  on  the  blackboard  each  time  as  a 
basis  for  the  recitation. 

Give  exact  references  to  passages  which  will  make 
more  clear  and  vivid  the  matters  on  which  you  wish 
to  lay  emphasis.  Omit  freely,  that  what  you  assign 
may  be  rhastered.  Quality  is  more  important  than 
quantity.  The  text-book  has  not  been  prepared  with 
your  particular  class  in  view,  and  is  in  as  much  need 
of  altering  to  fit  your  case  as  would  be  a  ready-made 
suit  of  clothes,  selected  at  random.  At  the  next  reci¬ 
tation  be  sure  to  follow  your  assignment,  else  your 
pupils  will  soon  neglect  to  follow  it  in  preparation. 


31 


H  ow  to  Study 

The  teacher  has  no  more  important  work  than  to 
teach  his  pupils  how  to  work.  If  he  accomplishes 
this,  he  may  say,  '‘Nunc  dimittis” 

The  nature  of  the  work  done  by  a  class  will  be 
largely  determined  by  that  of  the  assignment  of  the 
lesson  and  that  of  the  subsequent  recitation.  If  the 
subject  matter  be  adapted  to  their  abilities,  if  it  be 
made  sufficiently  interesting  and  clear  to  them,  and  if 
nothing  but  a  firm  grasp  of  it  be  accepted  as  satisfac¬ 
tory  in  the  sessions,  most  students  will  do  good 
work.  By  neglecting  any  of  these  conditions  the 
teacher  lessens  greatly  his  chances  of  securing  his 
pupil’s  co-operation.  The  assignment  should  make 
the  right  kind  of  work  a  possibility;  the  recitation 
should  make  it  a  necessity. 

But  there  may  still  be  much  to  be  done  in  teaching 
pupils  how  best  to  use  their  time.  How  our  time 
would  have  been  saved  and  our  efficiency  increased 
if  some  one  had  early  taught  us  methods  of  work 
that  we  have  acquired  only  after  years  of  experi¬ 
menting  !  Such  teaching  implies  close  personal  ob¬ 
servation  and  contact,  but  its  results  are  more  pre¬ 
cious  than  rubies.  Some  general  suggestions  to  the 
class  on  how  to  prepare  will  be  useful.  Advise,  for 
instance,  that  the  notes  taken  at  the  assignment  of  the 
lesson  be  first  read  over  carefully.  Then  go  over  the 
material  in  the  text-book  somewhat  rapidly  to  get  a 
general  idea  of  it,  noting  its  connections,  important 
and  subordinate  sections,  and  marking  those  pas¬ 
sages  to  which  special  attention  has  been  called. 
More  mature  pupils  should  make  this  survey  of  the 
text-book  before  consulting  the  notes  taken  in  assign¬ 
ment,  that  independent  judgment  may  be  cultivated. 
Go  over  the  lesson  a  second  time  to  master  it,  ac¬ 
quiring  and  assimilating  the  selected  matter,  reflecting 
upon  it,  formulating  answers  to  any  special  questions 


32 


that  have  been  proposed,  and  looking  up  the  refer¬ 
ences  given.  Making  an  outline  or  abstract  will  also 
be  useful,  though  material  lends  itself  very  differently 
to  such  a  procedure  and  first  attempts  in  this  line 
may  be  discouraging.  Special  facts  and  statements 
should  sometimes  be  copied  and  committed,  but  care 
should  be  taken  that  the  truth  itself  and  not  the 
mere  words  in  which  it  is  set  forth  is  the  thing  that 
is  fixed  in  mind.  In  descriptions  a  mental  picture  of 
the  situation  should  be  formed,  and  in  reflection  rules 
and  comments  should  not  be  made  without  concrete 
examples  in  the  thought.  Going  over  the  lesson  a 
third  time  will  co-ordinate  what  has  been  learned 
and  aid  in  impressing  it.  Some  minds  have  difficulty  in 
retaining  clearly  for  more  than  twenty-four  hours.  This 
can  finally  be  cured  only  by  leaving  a  larger  interval 
between  preparation  and  the  following  recitation. 

Encourage  your  pupils  to  converse  as  much  as 
possible  on  the  subject  while  the  course  is  in  session. 
Bain  says  in  his  essay  on  the  “  Art  of  Study  ”  that  to 
rehearse  what  you  have  read  to  some  willing  and 
sympathetic  listener  is  the  best  way  of  impressing  the 
memory  and  clearing  the  understanding.  As  Bacon 
puts  it,  “He  waxeth  wiser  than  himself ;  and  that 
more  by  an  hour’s  discourse  than  by  a  day’s  medita¬ 
tion.” 

Impress  upon  those  who  need  it  the  great  value 
of  the  power  to  acquire  knowledge  from  books  and 
urge  them  to  make  the  course  an  exercise  in  this  line. 
Try  to  teach  them  to  use  books  as  tools,  employing 
each  for  the  purpose  to  which  it  is  best  adapted.  If 
they  do  not  learn  this,  it  is  too  much  to  hope  that 
they  will  undertake  individual  study  later. 

The  teacher  should  not  be  content  with  general 
instructions  how  to  study,  but  should  try  to  discover 
and  set  right  the  methods  of  work  of  such  pupils  as 
seem  to  need  it.  In  this  he  must  not  make  his  assist- 


33 


ance  indispensable.  The  pupil  must  learn  to  work 
independently,  even  if  he  could  do  so  better  and  faster 
with  the  teacher’s  help.  Great  patience  is,  therefore, 
necessary,  and  improvement  rather  than  perfection 
should  be  made  the  practical  aim. 

An  error  that  may  rob  of  its  pleasure  and  value 
all  the  pupil’s  study  is  the  failure  to  gain  clear  ideas 
at  the  outset  of  some  of  the  fundamental  terms  used. 
This  constantly  crops  forth  even  among  intelligent 
persons.  The  preparation  of  the  teacher  will  so 
familiarize  him  with  a  number  of  technical  terms  that 
he  will  probably  neglect  to  ascertain  whether  or  not 
they  convey  any  meaning  to  the  class.  Much  in  a 
lesson  on  the  religions  of  India  might  be  unintelligible 
because  the  word  metempsychosis  was  not  under¬ 
stood  ;  and  cases  far  simpler  than  this  may  cause 
trouble.  Be  sure,  therefore,  that  your  pupils  are  not 
reckoning  with  counters  of  unknown  value. 


34 


The  CIolss  Session 


It  is  assumed  in  the  following  discussion  that  the 
leader  has  decided  to  teach  rather  than  to  lecture, 
and  is  seeking  not  the  easiest  but  the  most  effective 
measures.  Many  of  the  suggestions  here  made  will 
be  applicable  only  to  certain  classes  and  certain 
lessons. 

The  Objects  of  the  Session 

I.  To  Arouse  Interest. 

This  is  logically  the  first  purpose  of  the  session. 
If  the  class  meetings  fail  in  this,  they  might  as  well 
be  discontinued;  for  further  results  cannot  be  se¬ 
cured.  Interest  may,  of  course,  be  made  too  exclu¬ 
sively  our  object,  but  a  certain  amount  of  it  is  abso¬ 
lutely  necessary  as  a  motive  power.  It  is  a  main 
purpose  of  coming  together  that  members  may  be 
stimulated  to  study  in  a  way  that  they  could  not  be 
induced  to  do  if  approached  singly. 

Interest  should  be  cultivated  not  only  in  knowing, 
but  in  thinking,  expressing,  working,  using.  The 
leader  must  burn  with  enthusiasm  on  all  these  phases. 
He  must  come  into  close  personal  contact  with  the 
members.  He  must  arrange  sessions  that  are  fre¬ 
quent,  not  hurried,  thoroughly  prepared,  animated 
and  profitable. 

In  taking  up  the  course  he  must  ask :  “What  of 
this  can  I  hope  to  make  interesting  to  this  class?” 
Especially  if  it  is  a  first  experience  for  the  members 
will  it  be  necessary  to  avoid  the  less  attractive  topics ; 
but  if  these  should  be  the  most  important,  time 
should  be  spent  in  trying  to  arouse  interest  in  them. 
The  religions  of  non-Christian  lands  often  constitute 
an  uninviting  theme  for  beginners,  but  if  the  text- 


85 


book  treatment  be  too  technical,  should  not  be 
omitted,  but  presented  in  more  popular  form. 

In  treating  of  the  organization  meeting,  advice  has 
been  given  to  take  special  pains  in  stirring  up  enthu¬ 
siasm  for  the  general  subject.  Continue  this  from 
time  to  time  throughout  the  course.  Wake  up  the 
members  to  the  many-sidedness  of  the  matter.  Many 
a  topic  fails  to  be  attractive  chiefly  because  space  in 
the  text-book  and  time  in  the  session  forbids  more 
than  the  baldest  treatment  of  it.  A  brightly  written 
chapter  or  two,  read  in  connection  outside  the  class, 
may  alter  the  whole  mental  attitude  of  a  member 
towards  it.  Let  the  leader  remember  that  much  that 
proves  engaging  to  him  on  account  of  his  greater  ma¬ 
turity  and  acquired  breadth  of  view  can  not  hope  to 
awaken  a  like  response  in  certain  members.  But  if  the 
matter  be  well  chosen,  the  more  they  read  the  more 
interested  they  will  become. 

It  is  to  be  regretted  that  not  all  text-books  are  fas¬ 
cinating.  The  first  chapters  are  frequently  the  dullest 
and  operate  as  a  break-water  to  the  interest  that  has 
been  aroused.  Under  these  circumstances  particular 
care  must  be  taken  in  the  assignment  to  omit,  re¬ 
arrange  and  supplement  in  such  a  way  that  interest 
may  be  maintained.  It  is  the  leader’s  fault  if  the  class 
lose  heart  from  being  compelled  to  wade  through  too 
deep  mud. 

It  is  exceedingly  important  that  interest  be  ex¬ 
cited  in  the  special  work  assigned,  as  this  is  the  path¬ 
way  leading  to  further  study.  Much  depends  on  the 
literature  accessible  and  on  the  leader’s  familiarity 
with  it.  Select  passages  that  will  be  interesting  to 
those  who  work  them  up,  and  manifest  as  much  en¬ 
thusiasm  as  you  can  over  the  papers  presented.  Try 
to  have  the  members  feel  that  they  are  in  this  way 
making  real  contributions  to  the  course.  Try  to 
have  them  enjoy  their  work. 


36 


Interest  in  class  sessions  will  be  aroused  by  means 
varying  with  lessons  and  with  classes.  In  general, 
see  that  members  get  something  at  each  session  that 
they  would  not  have  gotten  outside.  Have  something- 
striking  and  (to  them)  original  in  the  way  of  an 
anecdote  or  illustration,  an  explanation  or  broader 
view  of  things,  and  take  great  pains  to  have  this  ac¬ 
ceptable.  Try  to  make  the  remarks  on  selection  of 
material  and  methods  of  study  at  the  lesson  assign¬ 
ment  of  real  value.  Try  also  to  give  each  one  a  chance 
to  contribute  something.  Some  members  will  enjoy  lis¬ 
tening  most,  and  will  be  quite  content  to  let  the  leader 
occupy  all  the  time;  others  will  not  be  satisfied  un¬ 
less  they  have  plenty  of  chances  to  take  part. 

While  the  leader  is  often  not  nearly  so  interesting 
to  others  as  to  himself,  and  may  talk  the  class  to 
death,  perhaps  a  greater  danger  to  interest  comes 
from  dull  members.  Answers  to  questions  may  be 
extracted  only  after  a  long  and  by  no  means  painless 
process  and  may  then  be  absolutely  inane.  Papers 
will  be  flat,  too  long  or  too  hurried,  and  astonishingly 
wide  of  the  point.  Here  arises  the  need  that  the 
leader  should  be  well  prepared  on  everything  that  is 
to  come  up.  If  the  paper  is  obscure,  let  him  add  a 
word  of  explanation ;  if  it  is  one-sided,  let  him  supple¬ 
ment  ;  if  it  is  pointless,  let  him  bring  out  the  truth 
that  it  was  intended  to  illustrate.  Theoretically,  it 
would  be  better  to  draw  out  these  additions  by  ques¬ 
tions,  but  time  does  not  always  permit.  But  be  care¬ 
ful  not  to  say  more  than  is  needed  to  preserve  inter¬ 
est  and  continuity  of  thought,  nor  to  say  it  in  a  way 
that  will  make  the  member  feel  that  his  work  was 
altogether  useless.  Much  of  the  wet-blanketing  con¬ 
tributed  by  members  may  be  avoided  by  a  leader  who 
knows  their  individual  abilities.  Lack  of  adaptation 
of  the  material  assigned  and  of  explicitness  in  the 
directions  given  are  two  principal  causes  of  flat 


37 


papers.  If  the  subject  be  one  which  it  is  important 
to  have  adequately  treated  you  owe  it  to  the  class  to 
assign  it  to  one  of  your  most  able  members.  If  a 
passage  is  to  be  read  aloud,  appoint  a  good  reader. 
Close  with  what  you  have  reason  to  expect  to  be  best. 

If  interest  were  the  only  matter  to  be  considered, 
the  task  would  be  greatly  simplified.  The  leader  and 
one  or  two  star  performers  of  the  members  would  do 
the  talking;  the  rest  would  listen.  This  is  just  what 
happens  in  many  cases,  but  it  is  not  very  profitable 
to  the  silent  partners.  The  great  problem  in  class  in¬ 
struction  is  to  see  that  every  member  is  interested 
and  every  member  helped.  It  can  never  be  solved  by 
following  the  lines  of  least  resistance.  It  is  usually 
easy  to  hold  and  help  those  most  alert.  It  is  not 
always  hard  merely  to  keep  the  attention  of  all.  But 
how  shall  we  prevent  interest  flagging  while  we  are 
questioning  and  exercising  our  dull  contingent? 
Avoid  having  their  recitation  a  matter  between  them 
and  the  leader  alone.  Have  them  address  their  ex¬ 
planations  and  answers  to  the  class  and  make  them 
feel  a  responsibility  for  holding  the  class.  In  some 
cases,  the  other  members  may  be  asked  to  correct 
or  supplement  after  they  are  through.  Call  on 
brighter  members  to  explain  to  the  duller  ones.  Try 
to  create  an  atmosphere  of  mutual  responsibility  be¬ 
tween  members,  and  not  only  between  members  and 
leader.  At  the  same  time  if  success  in  this  matter 
prove  hard  to  attain,  beware  of  sacrificing  too  much 
of  the  general  good  in  the  session  to  your  desire  to 
bring  up  the  rear  guard.  Avoid  letting  the  best 
members  do  all  the  reciting,  or  compelling  the  worst. 
Personal  work  outside  the  session  should  endeavor 
to  bring  the  stragglers  into  line.  Sometimes  a  more 
mature  member  -can  arrange  to  look  after  one  or  two 
of  the  others. 


38 


Interest  sometimes  lapses  through  sheer  inatten¬ 
tion.  Direct  an  occasional  question  to  stop  wool¬ 
gathering,  or  ask  a  member  to  summarize  what  has 
just  been  said.  You  will  discover  that  a  look  of 
apparently  rapt  attention  may  screen  a  wandering 
mind. 

Encourage  all  to  take  part,  but  have  some  rule  by 
which  you  may  throttle  the  garrulous  or  the  heavy- 
tongued  without  hurting  their  feelings.  As  largely 
as  possible,  try  to  ask  questions  which  those  ad¬ 
dressed  would  enjoy  answering.  Be  appreciative  of 
even  clumsy  efforts.  If  criticism  is  needed,  it  will 
often  be  less  discouraging  and  more  effective  if  made 
in  private. 

Note  when  interest  needs  stimulus.  Inspiration 
is  often  more  important  than  instruction,  and  special 
exercises  may  need  to  be  devised  from  time  to  time 
to  revive  it. 

Be  alive  to  the  spiritual  interest  of  the  class.  Call 
for  definite  petitions  in  the  session  and  without  in 
private  devotions.  Emphasize  the  difference  between 
mission  study  and  purely  intellectual  forms  of  work. 
The  prayers  offered  by  the  members  at  the  opening 
and  closing  of  the  session  will  be  the  best  indi¬ 
cation  to  the  leader  of  the  extent  to  which  spiritual 
interest  has  been  awakened. 

External  aids  to  interest  are  not  to  be  neglected. 
General  comfort  in  the  meeting  place,  plenty  of  time, 
a  blackboard,  maps,  charts  for  presenting  statistics, 
will  all  aid  in  securing  that  important  factor — interest. 

2.  To  Study  the  State  of  the  Member’s  Mind  and 
Supply  its  Needs. 

There  can  be  no  successful  teaching  which  does 
not  build  upon  that  which  is  already  known.  Seed 
thought  'may  be  showered  upon  a  mind,  but  it  refuses 
to  take  root  and  grow  unless  it  fall  on  soil  prepared 


39 


for  it.  It  is  a  prime  responsibility  of  the  teacher, 
as  distinguished  from  the  lecturer,  to  make  sure  that 
the  soil  is  prepared  for  that  which  he  wishes  to  sow. 
The  amount  of  preparation  needed  we  are  prone  to 
over-estimate.  We  forget  that  that  which  is  now  clear 
to  us  has  become  so  only  after  prolonged  inspection. 
Its  relations  are  so  self-evident  to  our  thoughtful  gaze, 
that  we  fail  to  recall  that  we  were  at  first  entirely 
blind  to  them.  Therefore,  study  the  minds  of  your 
members  that  you  may  know  what  they  are  able  to 
receive.  As  Trumbull  says;  “Find  your  scholar’s 
level  in  order  to  get  down  to  it.” 

Our  main  method  of  discovery  will  be  questioning. 
This  is  no  easy  art.  Let  us  give  ourselves  all  the 
practice  we  can  before  facing  our  class.  It  also  con¬ 
sumes  much  time.  Let  us  make  as  much  mental 
diagnosis  as  possible  outside  the  session  of  those 
we  expect  to  teach.  In  this  a  stranger  is  at  a  great 
disadvantage.  Let  such  a  one  plan  carefully  ques¬ 
tions  that  shall  cast  some  light  on  the  character  of 
mind  and  extent  of  information  of  each  member. 
But  such  questioning  is  not  to  be  restricted  to  the 
first  meeting.  All  through  the  course  it  should  pre¬ 
cede  further  instruction.  Not  only  must  the  founda¬ 
tions  be  firm  before  we  erect  the  first  story,  but  the 
first  story  before  we  go  on  to  the  second.  Every  piece 
of  work  we  do  needs  testing,  and  as  our  building 
material  is  crumbly  in  nature,  inspection  all  the  way 
down  to  the  ground  should  be  frequent.  Very  few 
persons  retain  what  they  have  heard  only  once,  even 
though  they  may  understand  it  perfectly  at  the  time. 
Moreover,  a  thing  is  not  learned  until  it  is  seen  from 
more  than  one  view-point.  You  have  learned  by  con¬ 
tinued  reflection ;  do  not  expect  your  pupils  to  learn 
by  a  single  telling.  Some  courses  are  like  filling  a 
sieve.  Everything  passes  through;  nothing  remains. 
It  would  be  more  profitable  to  spend  all  the  time  on  a 


40 


single  lesson.  But  you  can  mistalce  in  requiring  a 
chapter  to  be  mastered  exhaustively.  Decide  what 
leading  facts  and  principles  the  class  should  hold  as 
a  basis  for  what  is  to  follow  and  make  it  difficult  for 
them  to  forget  these.  Be  sure  that  the  things  they 
retain  are  thoughts,  convictions,  motives,  and  not 
mere  words ;  that  something  has  been  learned,  and  not 
merely  memorized.  Only  well-adapted  questions  will 
ascertain  this. 

The  kind  of  questions  asked  will  have  much  to  do 
with  the  kind  of  preparation  made  to  meet  them. 
Arrange  something  for  each  member  that  shall  be 
within  his  ability  to  answer.  Questions  that  are  too 
deep  will  simply  discourage.  Ask  questions  that  shall 
require  comparison  and  judgment  rather  than  mem¬ 
ory  alone.  For  instance,  “  In  what  racial  traits  do 
the  Chinese  surpass  us  ?”  is  better  than,  “  Give  the 
Chinese  traits  mentioned  by  the  book.”  Make  each 
one  feel  that  he  must  think  in  order  to  fulfill  the 
requirements  of  the  recitation;  that  something  must 
be  learned  and  clearly  stated.  Try  to  question  attrac¬ 
tively.  If  the  members  enjoy  this  part  of  the  session, 
they  will  take  pains  to  prepare  for  it.  Without  previ¬ 
ous  formulation,  questions  are  apt  to  be  obscure,  ver¬ 
bose,  capable  of  other  answers  than  those  you  wish  to 
draw  out,  and  directed  at  accidents  rather  than  essen¬ 
tials.  Going  over  them  with  a  bright  child  will  reveal 
other  defects  that  we  have  not  suspected.  It  is  diffi¬ 
cult  to  preserve  the  happy  mean  between  taxing  the 
powers  of  inference  too  severely  and  presenting  what 
is  too  self-evident. 

Fitch  recommends  that  the  teacher  say  as  little  as 
possible  in  a  way  that  shall  cause  the  pupils  to  say  as 
much  as  possible,  so  that  a  listener  would  think  of 
them  rather  than  of  him.  He  holds  that  much  of 
the  value  of  questions  is  lost  unless  they  are  logically 
connected,  and  gives  the  rule,  “  Question  so  that  your 


41 


answers  would  be  orderly,  readable  and  a  complete 
summary.” 

Put  questions  that  call  for  connected  statements 
and  not  mere  monosyllables.  Be  careful,  on  the 
other  hand,  not  to  bewilder  by  giving  too  much  at 
once.  Mistakes  are  often  made  from  nothing  but  lack 
of  confidence.  It  holds  attention  better  to  ask  a  ques¬ 
tion  before  assigning  the  person  who  is  to  answer  it. 
Try  to  have  parliamentary  order.  Do  not  permit 
a  chorus  of  answers  every  time  a  question  is  put. 

The  manuals  on  teaching  mention  two  ways  of 
testing  knowledge, — the  questioning  and  the  topical 
method.  In  the  former,  the  pupil  responds  to  a 
series  of  questions ;  in  the  latter,  he  develops  an  as¬ 
signed  topic.  The  former  method  gives  the  teacher 
better  control  and  is  more  thorough ;  the  latter  is  the 
better  test  of  expression  and  makes  the  pupil  arrange 
for  himself,  hence  requiring  more  thought  in  study. 
White  suggests  combining  methods  by  starting  a 
pupil  on  a  topic  and  supplementing  with  questions 
as  seems  necessary. 

Be  on  the  lookout  for  what  a  member  does  not 
know,  as  well  as  for  what  he  knows.  Keep  in  mind 
that  most  persons  will  conceal  what  they  do  not  know 
and  will  simulate  a  knowledge  that  they  do  not  pos¬ 
sess.  It  is  never  safe  to  conclude  that  a  statement  is 
understood  merely  because  no  further  questions  are 
asked.  Examine  carefully  for  gaps,  blurs,  misappre¬ 
hensions,  mere  memorizing,  failure  to  think,  lack  of 
perspective,  lack  of  originality,  lack  of  conviction.  It 
may  be  a  revelation  to  the  leader  once  in  a  while 
without  previous  notice  to  have  the  class  spend  ten 
or  fifteen  minutes  in  writing  an  answer  to  some  ques¬ 
tion  that  requires  knowledge  of  the  principal  facts 
gone  over  and  some  thought.  He  will  discover 
how  little  of  the  food  furnished  has  been  assimilated. 

In  supplying  these  deficiencies,  system  must  be 


42 


observed.  No  matter  how  vast  the  need,  only  one 
thing  should  be  attempted  at  a  time.  It  will  be  a 
help  to  keep  a  note-book  in  which  the  condition  and 
needs  of  each  member  are  recorded.  Treat  first  the 
complaints  that  are  common  to  most  members. 
Thring’s  chapter  on  “  Run  the  Goose  Down  ”  is  very 
suggestive  on  this  point.  Patient  observation  and 
correction  alone  will  effect  improvement. 

Only  when  we  have  gained  some  knowledge  of  our 
pupils’  minds  are  we  prepared  for  profitable  instruc¬ 
tion,  and  this  can  be  imparted  only  with  their  co¬ 
operation.  More  mature  members,  trained  to  habits 
of  close  attention,  quick  assimilation  and  note-taking, 
can  make  the  most  of  extended  statements  by  the 
leader,  but  others,  though  interested,  will  be  little 
benefited.  Prof.  A.  B.  Hart  says  of  the  lecture 
method :  “  Only  exceptional  teachers,  with  unusual 

pupils,  can  make  it  profitable  in  secondary  grades.” 
Wilh  the  mass  mental  co-operation  can  be  secured  in 
instruction  by  questioning  better  than  by  telling.  The 
members  will  remember  what  they  tell  you  far  more 
clearly  than  what  you  tell  them.  Ask  questions 
that  will  stimulate  independent  thinking  and  force 
them  to  formulate.  They  will  enjoy  much  more  what 
they  discover  for  themselves  than  what  you  discover 
for  them. 

Recollect  that  the  main  aim  is  to  lead  them  to  ex¬ 
ercise  and  to  enjoy  exercising  their  mental  faculties. 
It  will  be  impossible,  of  course,  to  cover  anything 
like  as  much  ground  by  the  teaching  process  as  by 
lecturing,  but  though  far  less  seed  may  be  sown,  more 
of  it  will  sprout  up.  Select  a  few  important  facts 
and  principles  which  embody  the  conclusions  you 
wish  to  have  drawn,  and  then  plan  questions  which, 
involving  a  knowledge  of  the  text-book,  will  lead  your 
class  to  think  out  these  truths  for  themselves.  Les¬ 
sons  which  deal  with  the  physical  aspects  of  coun- 


43 


tries  will  be  the  most  difficult,  perhaps,  to  treat  in  this 
way.  Yet,  in  considering  India,  for  instance,  a  few 
facts  concerning  the  size  of  the  country,  amount  of 
intercommunication  and  nature  of  the  seasons,  will 
be  quite  enough  to  enable  a  class,  if  plied  with  a  few 
suggestive  questions,  to  reason  out  for  themselves 
many  of  the  causes  of  the  great  famines.  Some 
Hindu  characteristics,  as  a  result  of  heredity  and  en¬ 
vironment,  may  be  brought  out  in  the  same  way. 

Many  things  it  will  be  necessary  for  the  leader  to 
tell  the  class,  but  in  this  great  care  must  be  taken.- 
It  is  much  easier  to  talk  attractively  than  to  ques¬ 
tion  attractively,  and  the  leader,  like  everyone  else, 
is  apt  to  enjoy  his  own  discourse  more  than  that  of 
others.  A  principal  danger  is  that  he  will  take  up  too 
much  of  the  time  in  this  way.  When  he  does  talk, 
let  him  be  illustrative  and  concrete.  Let  him  add,  ex¬ 
plain,  reset,  rearrange,  but  take  every  precaution  to 
carry  his  hearers  with  him.  Let  him  call  for  a  sum¬ 
mary  of  what  he  has  said.  When  a  topic  has  been 
so  badly  mangled  by  the  members  that  its  charm  is 
gone,  let  the  leader  take  five  minutes  in  setting  it 
forth  in  its  real  dignity  and  in  teaching  by  inference 
the  truth  that  such  things  are  not  so  dull  as  some 
people  make  them.  Let  him  supply  the  organization 
of  material  so  often  necessary  to  its  understanding 
and  retention.  Let  him  spend  his  time  not  in  adding 
a  few  more  bloodless  facts,  but  in  enriching  the  con¬ 
ceptions  of  the  facts  already  to  hand. 

Repetition,  if  rightly  employed,  is  an  effective 
means  of  deepening  impressions.  Roark  quotes  Mat¬ 
thew  Arnold,  that  it  is  of  value  only  as  “  conscious¬ 
ness  permeates  the  work.”  The  same  process  may 
sharpen  or  dull  the  faculties  according  to  the  way  in 
which  it  is  accompanied  by  attention.  Careful  repe¬ 
tition  of  language  impresses  language  on  the  mind, 
but  not  necessarily  thought.  Only  by  rehearsing 


44 


thinking  processes  can  we  fix  the  ideas  that  are  back 
of  words.  In  most  cases  reviews  should  be  frequent, 
but  with  varied  view-points.  Their  object,  as  far  as 
the  leader  is  concerned,  is  to  test  the  thoroughness 
of  his  work ;  for  the  members,  to  strengthen  the  ideas 
acquired  and  show  them  in  new  relations.  Many 
facts  can  not  be  estimated  at  their  true  worth  until 
seen  in  the  light  of  further  knowledge. 

3.  To  Study  the  Members’  Methods  of  Work  and 
Supply  Their  Needs. 

The  need  of  this  has  already  been  set  forth  in 
treating  “  How  to  Study.”  The  meeting  will  be  the 
only  opportunity  that  most  leaders  will  have  for 
attending  to  this  matter,  and  they  will  make  a  serious 
mistake  if  they  neglect  it. 

In  an  already  over-crowded  session,  nothing  but 
the  extreme  importance  of  this  study  could  justify 
taking  time  for  it.  Let  the  leader’s  plans  be  system¬ 
atic,  so  that  the  few  minutes  spent  may  be  used  to 
the  greatest  advantage. 

It  is  necessary,  first,  that  the  problem  be  kept  con¬ 
stantly  before  the  leader’s  consciousness,  so  that  all 
significant  symptoms  may  be  noted.  Records  should 
be  kept  of  these,  so  that  those  most  constantly  recur¬ 
ring  may  be  selected  for  treatment.  Train  yourself 
in  observing  everything  that  may  throw  light  on  your 
members’  methods  of  work.  Early  in  the  course 
spend  a  few  minutes  in  having  members  explain 
how  they  prepare.  Those  more  nearly  on  their  own 
mental  plane  may  be  able  to  profit  them  more  than 
you  can ;  therefore,  call  for  criticisms  and  suggestions 
from  other  members  before  offering  your  own.  En¬ 
courage  all  to  bring  forward  their  difficulties.  Re¬ 
member  that  they  learn  not  through  your  activity,  but 
by  properly  exercising  their  own ;  hence,  the  efficiency 
of  their  methods  rather  than  of  yours  is  the  all- 
important  consideration. 


45 


When  some  failure  becomes  conspicuous,  try  to 
ascertain  its  cause — whether  it  arises  from  laziness, 
misunderstanding  of  what  was  wanted,  lack  of  time, 
inability  to  grasp  on  the  part  of  the  member,  or  from 
carelessness  in  assignment,  poor  instruction  or  failure 
to  require  on  your  part.  Keep  these  causes  distinct  in 
mind,  and  concentrate  your  energy  on  treating  one 
at  a  time. 

It  is  the  object  of  the  remarks  made  at  the  assign¬ 
ment  of  the  lesson  to  indicate  the  best  way  to  prepare. 
Here  you  must  try  to  forestall  those  failures  which 
have  caused  most  trouble  in  the  past.  Make  sure  that 
your  prescriptions  reach  those  for  whom  they  are 
intended.  Ask  members  to  read  aloud  the  notes  they 
have  taken.  You  will  sometimes  find  that  they  are 
quite  inadequate. 

Harp  on  one  string  until  you  perceive  improvement 
in  response.  Then  change  your  key.  At  the  end  of 
the  course  you  will  have  acquired  an  increased  ap¬ 
petite  for  teaching.  Happy  they  whose  members  have 
acquired  a  corresponding  appetite  for  study. 

4.  To  Train  in  Expression  and  Use. 

Expression  of  thought  is  one  of  the  best  ways  of 
fixing  it  in  mind.  Clear  expression  can  arise  only 
from  clear  thinking,  and  is  a  stimulant  to  further 
thought.  Hold  before  your  class  the  value  of  clear¬ 
ness  and  effectiveness  of  statement.  Quote  Hart : 
“  It  is  of  vast  importance  to  be  able  to  put  information 
into  a  shape  useful  to  another  person.” 

Urge  them,  first,  to  be  sure  that  the  ideas  that 
underlie  what  they  wish  to  express  are  clear.  If  a 
term  or  a  principle  be  only  half  understood,  it  can 
not  be  effectively  used  in  expression.  One  of  th^ 
best  ways  of  ascertaining  this  is  in  conversation.  Let 
them  try  to  interest  some  one  in  the  subject  they  have 
in  mind.  Any  haziness  of  thought  is  almost  sure  to 


46 


be  revealed,  and  not  improbably  will  be  dispelled. 
It  will  be  very  profitable  to  formulate  in  writing  the 
points  they  wish  to  bring  out,  and  to  consider 
their  most  effective  arrangement.  Otherwise  attrac¬ 
tive  speakers  often  fail  to  leave  any  impression  be¬ 
cause  they  trust  to  abundance  of  material  and  fluency 
of  speech  to  the  neglect  of  careful  formulation  of 
conclusions  and  logical  order  in  presentation. 

What  is  now  needed  is  practice.  Treat  this  as  a 
serious  matter.  Give  them  the  floor ;  make  them  feel 
that  something  depends  on  them ;  have  them  address 
the  class  and  try  to  hold  it;  be  as  appreciative  as  pos¬ 
sible.  Encourage  those  who  can  do  so  at  all  accept¬ 
ably  to  utilize  their  preparation  in  the  church  or 
young  people’s  prayer  meeting,  and  in  arousing  inter¬ 
est  in  missions  among  their  acquaintances.  At  the 
end  of  the  course,  it  may  be  well  to  arrange  to  have 
the  class  take  charge  of  an  entire  prayer  meeting 
session,  presenting  what  they  learned  in  their  work. 

For  each  recitation  have  two  or  three  members 
prepare  papers  on  phases  of  the  lesson.  This  is  one 
of  the  most  important  features  of  the  course,  as  it 
necessitates  the  use  of  other  sources  than  the  text¬ 
book  and  thus  deepens  impressions  and  quickens 
interest.  The  care  needed  in  selecting  both  topic  and 
references  has  already  been  commented  upon.  Some 
members  will  require  a  very  simple  and  compact  treat¬ 
ment  ;  others  will  be  able  to  use  more  than  one  source. 
The  latter  method  is  more  interesting  and  profitable 
for  minds  sufficiently  mature  to  employ  it.  Especially 
in  this  case  will  it  be  well  to  assign  the  subjects  to 
be  treated  two  or  three  weeks  in  advance.  Always 
give  exact  references,  and  either  furnish  the  books 
needed  or  be  sure  that  they  are  easily  accessible.  So 
many  misunderstandings  are  apt  to  arise  in  regard 
to  what  is  to  be  done,  even  where  notes  are  taken, 
that  written  instructions  are  desirable.  At  the  least, 


47 


write  on  a  slip  the  subject  of  the  paper  to  be  pre¬ 
pared,  the  references  by  page  and  the  time  limit,  add¬ 
ing  a  suggestion  or  two  as  to  points  especially  to  be 
emphasized.  The  writer  has  found  it  of  advantage 
to  have  slips  printed,  as  follows : 

Subject  of  Session . 

References  . 

Subject  for  Paper . 

References . 

/ 

Please  prepare  a  paper  or  talk  on 
the  special  subject  assigned.  Keep  in 
mind  the  general  subject  matter  of  the 
session  and  try  to  illustrate  and  supple¬ 
ment  it.  Have  a  definite  object  for  your 
paper.  Select  one  or  more  points  that 
you  would  like  to  have  the  others  carry 
away  with  them  and  concentrate  on 
these,  being  careful  not  to  try  to  cover 
more  points  than  you  can  illustrate  and 
enforce.  If  your  paper  is  descriptive, 
omit  everything  unessential  that  you 
may  bring  out  with  vividness  and  detail 
the  point  of  the  story.  Do  not  hesitate 
to  read  from  the  reference  book  short 
and  concisely  worded  extracts.  Try  to 
feel  and  show  enthusiasm  in  your  sub¬ 
ject.  Pray  that  the  object  of  your  paper 
may  be  attained. 

Not  over - minutes. 

Make  the  most  of  your  time. 

More  simple  instructions  might  be  better  for 
younger  members,  and  for  many  it  would  be  well  to 
indicate  the  object  of  the  paper  and  points  to  be  made. 
If  the  principal  fault  of  members  is  lack  of  definite- 


48 


ness,  they  may  be  asked  to  prepare  according  to  an 
outline  somewhat  as  follows : 

Thesis : 

First  point  (state,  illustrate  and  answer  objec¬ 
tions). 

Second  point  (treat  in  same  manner). 

Conclusion. 

The  outline  will,  of  course,  vary  with  the  topic 
assigned.  Though  such  a  form  may  appear  rigid, 
there  are  many  cases  in  which  it  could  be  used  with 
most  salutary  effect. 

An  addition  that  might  well  be  made  to  the  in¬ 
struction  slip  given  above  is :  State  exactly  where 
you  found  the  most  interesting  treatment  of  your  sub¬ 
ject,  and  advertise  it  in  such  a  way  that  others  may 
be  impelled  to  read  it. 

Shall  we  ask  members  to  read  papers  or  talk  off¬ 
hand  in  presenting  these  topics?  The  advantages  of 
papers  are  that  they  are  more  apt  to  be  concise,  to  the 
point,  and  within  time  limit,  that  their  language  will 
probably  be  choicer  and  their  delivery  more  free 
from  hesitation.  Their  disadvantages  are  often  a 
bookish  style,  material  simply  copied,  and  a  poor 
delivery,  owing  to  the  attention  being  absorbed  in 
the  paper.  The  struggles  with  illegible  or  badly  shuf¬ 
fled  manuscript  are  sometimes  painful.  If  you  ask 
for  papers,  ask  also  for  fluent  and  effective  reading. 
The  advantages  of  off-hand  talks  are  that  they  give 
the  speaker  a  chance  to  look  his  audience  in  the  eye 
and  command  their  attention ;  that  they  are  more  col¬ 
loquial  and  more  animated.  When  they  are  bad,  they 
are  horrid.  Their  disadvantages  are  often  hesitation, 
embarrassment,  wandering,  leaving  out  connection, 
pointlessness  and  running  over  time.  Unless  members 
have  had  some  experience  in  off-hand  speaking,  papers 
will  be  far  safer.  If  you  suggest  talks,  suggest  also 
careful  preparation,  a  full,  written  outline  in  which 


49 


the  points  are  formulated  and  arranged,  conversation 
on  the  subject  and  practice  within  time  limit. 

No  one  who  has  not  experienced  it  can  realize  the 
inward  dismay  of  a  leader  who  has  assigned  a  sub¬ 
ject  that  ought  to  form  a  climax,  has  given  choice 
references  and  careful  instructions,  and  who  is  re¬ 
warded  with  the  worst  sort  of  an  anti-climax.  The 
mumbled  jumble  that  sometimes  results  is  scarcely 
so  exasperating  as  the  fluent  sketch  that  brings  dis¬ 
tracting  trivialities  into  bold  relief  and  entirely  omits 
everything  essential.  The  way  in ‘which  the  leader 
should  endeavor  to  save  something  out  of  the  wreck 
has  already  been  treated. 

A  good  average  length  for  papers  or  talks  is  five 
minutes.  In  less  time  than  this  a  speaker  can  hardly 
obtain  headway.  Unless  the  paper  is  a  brilliant  suc¬ 
cess,  the  leader  will  probably  be  glad  that  he  did  not  as¬ 
sign  more.  If  three  minute  papers  are  appointed,  as 
will  often  be  best  with  beginners,  take  care  to  specify 
that  only  a  single  point  be  attempted. 

It  will  call  forth  greater  effort  in  the  presenta¬ 
tion  of  these  subjects  if  some  other  member  be  asked 
before  the  delivery  of  each  to  note  the  principal 
points  made  and  give  a  brief  summary  at  the  next 
session. 

The  review  of  an  entire  book,  or  of  a  series  of 
magazine  articles  bearing  on  the  lesson,  will  prove 
an  attractive  feature,  if  well  done.  Never  submit  such 
extended  material  to  one  who  does  not  understand 
the  art  of  condensation. 

5.  To  Inspire  Action. 

Our  aim  in  teaching  such  a  subject  must  be  for 
definite  convictions,  resolves  and  action  on  the  part  of 
each  member  of  the  class.  Try  to  have  each  one  face  his 
responsibility  for  Foreign  Missions.  With  some,  the 
greater  issues  will  be  settled  first,  and  the  lesser  com¬ 
prehended  ;  others  will  be  led  from  fidelity  in  that 

50 


which  is  least.  Impress  the  duty  of  reading  and  study¬ 
ing  systematically,  so  as  to  feed  themselves  and 
others.  Urge  that  every  use  be  made  of  what  has 
been  gained  in  influencing  those  about  them.  En¬ 
courage  those  qualified  to  study  teaching  and  to  lead 
classes  themselves. 

Urge  the  importance  of  systematic  prayer.  Have 
members  take  down  special  impressions  and  pray  over 
them.  Make  every  effort  to  have  them  commit  them¬ 
selves  from  time  to  time  to  some  definite  resolve. 
This  may  be  the  chance  of  your  life  and  theirs  to 
secure  results  from  them.  Whenever  a  member  be¬ 
trays  special  interest  in  some  phase,  follow  the  matter 
up  and  make  the  most  of  it.  Exercise  the  class  in  in¬ 
ducing  from  facts  principles  leading  to  action.  Ask 
them  to  formulate  in  writing  some  conviction  and  re¬ 
solve  after  preparing  each  lesson. 

Have  objects  to  be  realized  for  each  member  which 
you  present  in  your  own  private  petitions.  Be  im¬ 
portunate  in  prayer  until  results  are  attained. 

Features  of  the  Session 

In  considering  the  possibility  of  any  one  feature 
of  the  session,  there  comes  a  temptation  to  overload 
it  in  the  desire  to  accomplish  great  things.  It  is  bet¬ 
ter  at  first  to  err  in  the  other  direction.  By  trying 
too  much  in  the  way  of  plans  or  material  you  will 
either  weary  your  class  or  develop  superficiality. 

It  has  been  recommended  that  a  slip  containing 
the  order  of  exercises,  with  explanations  of  the  scope 
and  aim  of  each  feature,  should  be  multiplied  and 
given  to  each  member.  If  the  heads  are  numbered, 
variety  may  be  secured,  by  announcing  omission  or 
subordination  of  certain  of  them  at  the  next  session, 
and  concentration  upon  others.  The  subject  matter 
of  the  lesson  will  often  •  suggest  this.  The  demand 


51 


for  variety  is  often  only  another  way  of  intimating 
that  the  work  already  done  has  been  poor.  Not  change, 
but  improved  quality  of  the  old  methods,  is  the  real 
remedy.  If  a  class  has  been  regaled  chiefly  with  rote 
recitations,  it  is  not  surprising  that  they  long  for  a 
different  diet.  But  when  sound  methods  have  been 
adopted,  put  your  strength  into  filling  them  with 
rich  content.  Eight  or  ten  sessions  will  not  exhaust 
them,  and  they  will  obtain  much  better  results  than 
fancy  exercises. 

Select  beforehand  the  scripture  passage  to  be 
read  at  the  opening  of  the  session,  choosing  only  so 
much  as  will  bring  out  a  single  thought.  Notify  in 
advance  the  one  to  be  called  on  to  lead  in  prayer. 
Note  the  recommendation  of  the  Ep worth  League 
suggestions  to  the  leader :  “  In  the  opening  and  clos¬ 
ing  prayers  seek  to  develop  the  habit  of  definite  inter¬ 
cession.  In  prayer,  brevity  is  no  fault,  but  lack  of 
reality  is.” 

Before  taking  up  the  advance  lesson,  spend  a  few 
minutes  in  reviewing.  This  may  be  treated  in  various 
ways.  You  may  ask  someone  to  prepare  a  brief  resume 
of  the  previous  lesson,  or  a  more  condensed  outline  of 
the  course  from  the  beginning.  Secure  condensation 
by  allowing  so  many  minutes  for  its  presentation; 
perspective,  by  restricting  the  number  of  points  to  be 
mentioned ;  and  content,  by  requiring  principles  and 
conclusions,  rather  than  facts  and  headings.  Make  an 
invariable  rule  in  every  exercise  of  the  session  to  let 
the  axe  fall  at  the  expiration  of  the  time  limit,  and 
apply  this  rule  to  yourself  with  the  same  strictness  as 
to  others.  While  the  review  of  a  single  lesson  will 
permit  a  fuller  treatment,  in  homogeneous  courses 
summing  up  from  the  beginning  is  better.  As  the 
number  of  chapters  to  be  gone  over  increases,  less  im¬ 
portant  matters  must  be  omitted  until  the  summary 
consists  of  only  the  most  essential  points.  The  exer- 


52 


cise  in  selection  will  be  a  useful  one,  and  will  fix  what 
most  deserves  to  be  permanent. 

Ask  members  to  record  what  most  impressed  them 
in  each  session,  and  call  for  these  impressions  at 
the  next  meeting.  This  will  lead  to  the  formulation  of 
thought  often  of  much  greater  personal  value  than 
that  contained  in  an  outline.  A  review  of  the  papers 
presented  at  the  previous  session  has  been  mentioned 
above. 

Let  the  leader  stir  all  this  up  by  putting  a  few 
questions  where  they  will  do  most  good,  and  by  add¬ 
ing  a  suggestion  or  two  as  seems  necessary. 

In  teaching  the  lesson  assigned,  do  not  get  so  ab¬ 
sorbed  in  your  subject  that  you  forget  your  object. 
In  studying  the  state  of  mind  and  methods  of  work  of 
the  members,  be  systematic.  Determine  beforehand 
just  what  you  wish  to  do  in  this  line.  Select  care¬ 
fully  a  few  points  that  you  wish  to  impress,  and  help 
the  class  intelligently  to  appropriate  these.  Test 
and  drill  in  the  facts  that  ought  to  be  memorized, 
but  lay  most  weight  upon  questions  requiring  reflec¬ 
tion,  and  see  that  they  do  some  thinking  in  the  class, 
even  if  they  have  neglected  it  outside.  If  you  ques¬ 
tion  regarding  methods  of  work,  confine  yourself  to  a 
single  subject,  e.  g.,  how  they  study  the  text-book, 
what  they  find  most  difficult  in  preparation,  or  how 
they  work  up  papers,  and  concentrate  on  two  or 
three  members.  Keep  constant  watch  of  the  flight  of 
time.  Be  not  ruffled,  if  much  in  the  text-book  is  not 
touched  upon.  It  is  A^ery  annoying  to  be  obliged  to 
treat  only  fragments  of  a  subject,  but  it  is  what 
is  learned  that  counts,  not  what  is  gone  over,  and  your 
class,  as  a  whole,  could  not  hope  to  learn  more  than 
fragments.  Deny  yourself  the  luxury  of  having  a 
good  time  with  your  prize  pupils  while  the  rest  en¬ 
deavor  in  vain  to  keep  up  with  you. 

The  papers  should  be  introduced  where  most  ap- 


53 


propriate.  Be  alive  to  the  fair  probability  that  they 
will  not  be  fascinatingly  interesting,  and  do  not  make 
them  the  closing  feature.  In  an  hour  session,  it  is 
usually  best  to  have  not  more  than  two  five-minute 
papers. 

It  has  been  recommended  above  that  special  topics 
be  assigned  to  qualified  members  to  be  worked  up 
thoroughly  with  the  understanding  that  they  shall 
teach  them  to  the  class.  Try  to  have  one  of  these 
exercises  at  each  session,  but  have  them  brief,  as  they 
may  sometimes  be  dull.  Give  the  class  over  to  the 
complete  control  of  the  one  appointed.  Make  it  clear 
that  you  desire  an  attempt  at  real  teaching,  and  not 
mere  hearing  of  the  text-book.  You  may  discover 
and  develop  ability  that  will  lead  many  classes  in  the 
future. 

Reserve  a  few  minutes  at  the  close  of  the  session 
for  a  final  impression  of  principles  and  convictions. 
Try  to  fulfill  your  aim  of  inspiring  to  resolve  and 
action. 

The  assignment  of  the  next  lesson  may  be  made 
either  at  the  beginning  of  the  meeting  or  at  its  close. 
The  former  is  safer,  as  so  important  a  matter  must 
not  be  hurried.  If  the  character  of  each  feature  of 
the  session  has  been  set  forth  clearly  once  for  all  in 
writing,  the  appointment  of  those  who  are  to  take 
special  part  will  be  sufficient.  It  would  be  intolerable 
to  waste  the  time  of  the  class  in  explaining  verbally 
every  week  just  what  is  wanted.  As  much  as  possible 
of  what  is  intended  only  for  individuals  should  be 
done  outside  of  the  meeting.  It  will  take  only  a 
moment  to  write  what  is  required  on  a  slip  of  paper 
to  be  handed  to  the  proper  person.  Always  include 
the  date  of  performance.  Give  as  little  chance  as 
possible  to  the  total  depravity  of  things  animate  and 
inanimate  to  spoil  your  lesson.  Such  matters  as 
preparation  for  teaching,  map  and  chart  making  and 


54 


the  more  important  papers  should  be  assigned  more 
than  a  week  in  advance. 

The  way  in  which  to  treat  the  text-book  material 
for  the  coming  session  has  been  explained  under  the 
head  of  “Assigning  Lessons.”  No  previous  advice 
can  anticipate  all  that  experience  will  suggest  in  mak¬ 
ing  this  efficient. 

With  all  these  desirable  features,  short  and  hurried 
sessions  seem  like  a  farce.  Consider  what  you  may 
hope  to  do  in  the  time  at  your  disposal.  Determine  in 
advance  how  many  minutes  to  allow  to  each  exercise, 
and  follow  your  schedule  closely. 

A  suggested  schedule  for  a  session  of  one  hour  is 
as  follows : 

1.  Brief  scripture  passage  and  brief  prayer,  three 
minutes. 

2.  Assignment  of  next  lesson,  five  minutes. 

3.  Review,  including  brief  outline,  special  impres¬ 
sions,  and  questions  by  leader  to  make  these  definite, 
ten  minutes. 

4.  Teaching  advance  lesson,  fifteen  minutes. 

5.  Papers  (to  be  introduced  where  most  appropri¬ 
ate),  ten  minutes. 

6.  Section  taught  by  member,  eight  minutes. 

7.  Closing  impressions,  three  minutes. 

S.  Closing  prayer,  three  minutes. 

The  only  hope  of  carrying  out  such  a  schedule  is  in 
through  preparation  by  the  leader  of  every  point,  so 
that  there  will  be  no  hesitation,  but  immediate  break¬ 
ing  off  one  subject  and  attacking  the  next;  in  equally 
thorough  understanding  of  ^ the  order  and  aim  of 
events  by  those  who  are  to  participate ;  in  training 
of  all  to  plunge  at  once  in  medias  res ;  in  attending 
to  individual  matters  outside  the  session;  in  attempt¬ 
ing  only  essentials  under  each  head ;  in  an  unrelaxing 


55 


grip  by  the  leader.  In  planning,  you  should  know  ex¬ 
actly  how  much  time  you  can  depend  upon,  and  then 
allow  a  few  minutes  to  cover  the  inevitable  waste. 

The  chief  difficulties  will  probably  be  the  distrac¬ 
tion  of  the  leader’s  thought  from  the  class  and  subject 
to  the  program  and  clock,  the  loss  of  time  between 
exercises,  and  the  inability  to  compress  adequate  treat¬ 
ment  into  allotments  so  brief.  Study  and  practice  are 
the  only  remedies  for  these  ills. 

In  a  forty-five  minute  session.  No.  6  and  one  paper 
from  No.  5  should  be  omitted.  With  some  classes. 
No.  6  will  be  impracticable.  If  the  whole  evening 
is  spent  on  the  lesson,  the  features  can  all  be  given 
more  profitable  treatment. 

Redistribute  time  according  to  the  needs  revealed 
by  experience.  Do  not  abandon  a  plan  until  you  are 
convinced  that  its  unsuitableness  and  not  your  lack  of 
facility  in  using  it  is  the  cause  of  its  failure. 

Much  good  might  be  done  by  an  occasional  inspir¬ 
ing  talk,  discussion  or  debate.  Try  to  arrange  an  ex¬ 
tra  session  or  two  for  such  exercises,  rather  than  omit 
the  teaching  and  review  of  essential  chapters  of  the 
text-book. 

Accessories 

Ask  the  class  to  record  clearly  in  note-books : 

1.  The  general  instructions  as  to  the  various  fea¬ 
tures  and  how  to  prepare  for  them,  the  order  and 
method  of  the  recitation, — if  these  are  not  multiplied 
and  distributed. 

2.  The  assignment  of  the  lesson,  mcluding  the  sub¬ 
ject  and  main  divisions,  references  by  page,  notes  on 
concentration  and  omission. 

3.  Suggestions  made  as  to  individual  method  of 
work. 

4.  Special  impressions.  Take  pains  in  formulating 
these  and  in  drawing  conclusions. 


56 


5-  Abstracts  or  quotations  from  books  read. 

6.  What  is  put  on  the  blackboard. 

Keep  these  in  different  note-books  or  parts  of  note¬ 
book,  and  touch  up  into  usable  form. 

Use  a  blackboard  for  outlines  that  you  wish 
copied  or  followed  in  recitation,  for  statistics,  key 
dates  or  events,  for  references  and  for  spelling  strange 
names. 

Printed  or  hektographed  matter  could  be  used 
to  great  advantage.  The  general  suggestions  just 
mentioned  above,  suggestions  as  to  the  preparation  of 
papers,  lists  of  references  for  collateral  reading  with 
brief  characterizations,  would  all  be  of  great  value. 
The  central  offices  which  have  supplied  suggestions 
for  leaders  may  soon  do  something  for  us  in  these 
lines  also. 


57 


Difficulties 


Most  of  the  difficulties  apt  to  be  encountered  in 
leading  a  study  class  have  been  alluded  to  incident¬ 
ally.  Emphasis  will  here  be  laid  upon  a  few. 

How  to  secure  members  is  the  first  question.  Its 
most  hopeful  solution  lies  in  persistent  personal  work. 
Hand-picking  enables  selection  of  what  you  want  and 
increases  the  chance  that  you  will  get  it.  Be  satisfied 
to  begin  with  a  very  few. 

Failure  to  take  time  for  preparation  is  perhaps  the 
most  conspicuous  difficulty.  On  the  part  of  the  leader 
this  frequently  arises  from  failure  to  realize  the 
amount  and  variety  of  preparation  needed.  More 
sessions  have  been  wrecked  by  this  than  by  any  other 
one  cause.  On  the  part  of  the  members,  it  usually 
means  lack  of  interest.  The  means  of  arousing  this 
have  been  discussed  at  length.  Try  to  pledge  mem¬ 
bers  at  the  organization  meeting  to  give  a  definite 
amount  of  time  each  week.  Never  coax  members  to 
join  with  the  assurance  that  work  is  not  necessary. 
Admit  listeners,  if  you  choose,  but  let  them  know 
that  if  any  man  will  not  work,  neither  shall  he  profit. 
When  members  turn  up,  as  they  undoubtedly  will, 
without  having  looked  at  or  thought  of  the  lesson 
since  the  last  meeting,  it  will  make  more  impression 
on  them  if  they  are  treated  entirely  as  listeners.  But 
urge  them  to  attend,  whether  they  have  prepared  or 
not;  otherwise,  their  interest  will  wane. 

Absence  or  failure  to  prepare  on  the  part  of  a 
member  to  whom  special  work  has  been  assigned 
is  embarrassing  inversely  as  the  amount  of  the  leader’s 
preparation.  Ask  to  be  notified  if  such  a  contingency 
can  be  foreseen. 

A  lack  of  response  from  the  class  may  arise  from 


58 


mental  stagnation;  or  from  lack  of  knowledge  neces¬ 
sary  to  appreciate  the  special  subject.  In  the  latter 
case,  it  would  pay  to  hold  a  meeting  or  two  to  supply 
this  need.  Some  day,  when  the  department  has  been 
well  organized,  we  may  be  able  to  demand  as  entrance 
requirements  the  reading  of  three  or  four  books 
treating  the  fundamental  principles  of  Missions. 

A  serious  problem  may  be  met  in  the  persons  of  a 
few  members  who  are  unable  to  keep  pace  with  the 
class.  It  will  usually  be  best  to  consult  the  greatest  good 
of  the  greatest  number.  Do  not,  however,  neglect  the 
stragglers,  but  give  them  as  much  attention  as  you 
feel  you  can  spare.  You  cannot  expect  them  to  get 
as  much  out  of  the  course  as  those  with  superior 
faculties,  but  you  owe  them  stimulus  and  training. 

Misunderstandings  may  altogether  invalidate  the 
force  of  the  leader’s  directions  until  he  discovers 
that  his  statements  have  been  quite  beyond  the  range 
of  the  members’  ability  in  taking  notes.  College  grad¬ 
uates  are  apt  to  forget  their  own  clumsy  first  efforts 
in  this  line. 

Irrelevant  discussion  must  be  courteously  checked 
as  soon  as  it  becomes  evident  that  it  is  irrelevant. 

Finally,  all  may  seem  to  go  well,  our  machinery 
may  run  with  the  utmost  smoothness,  and  yet  no  re¬ 
sults  appear.  This  may  be  for  lack  of  prayer,  of  defi¬ 
nite  desires  and  requests.  We  may  be  too  cumbered 
with  much  serving.  Our  great  need  after  all  is 
power.  Let  us  see  that  we  are  in  constant  communi¬ 
cation  with  the  Source  of  power. 


/ 


59 


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George  H  Buchanan  and  Company  Philadelphia 


